Denice

Patrick Denice

Postdoctoral Research Associate, Washington University at St. Louis
Chapter Member: Confluence SSN
Areas of Expertise:
  • Colleges & Universities
  • K-12 Education
  • Jobs & Workers

Connect with Patrick

About Patrick

Denice’s work focuses on education and labor market inequality in the U.S. Specifically, he is interested in the ways in which the quantity and quality of education one attains affect earnings and other labor market outcomes, circuitous and nontraditional pathways through education, how policies and procedures in the workplace impact employee pay and satisfaction, and how public education policies and reforms alleviate or exacerbate unequal access to high quality schools. In 2013, the American Enterprise Institute and the Thomas B. Fordham Institute named Denice an Emerging Education Policy Scholar. Denice is also a research analyst at the University of Washington’s Center on Reinventing Public Education, where he focuses on the opportunities and inequalities related to school choice policies in K-12 public education. 

Contributions

When They Choose Public Schools, What Do Parents Want?

In the News

Patrick Denice quoted in Liz Alderman, "Britain Aims to Close Gender Pay Gap with Transparency and Shame" The New York Times, April 4, 2018.
Patrick Denice quoted on the relationship between school choice and transportation in Ryan Gray, "Transit Not Enough to Ensure Access to Choice Schools" School Transportation News, June 28, 2017.
Patrick Denice's research on diversifying public school options discussed in Bruce Fuller, "The Verdict on Charter Schools?," The Atlantic, February 8, 2016.
Patrick Denice's research on common enrollment discussed in Ingrid Jacques, "Is Common Enrollment Right for Detroit?," Detroit News, June 4, 2015.
Patrick Denice's research on charter schools discussed in Arianna Prother, "Denver, New Orleans Offer Lessons on Streamlining Enrollment between Sectors," Education Week, May 11, 2015.
Patrick Denice's research on school enrollment discussed in Danielle Dreilinger, "5 OneApp Frustrations: Report Details Parent Concerns," The Times-Picayune, May 11, 2015.
Patrick Denice's research on the wages of graduates of for-profit colleges discussed in Dan Berrett, "2 Years of For-Profit College? Earnings No Better than after High School," The Chronicle of Higher Education, April 29, 2013.
Patrick Denice's research on charter schools discussed in Sean Cavanagh, "Study: Charters Perform Well in Serving Special Needs Students," Education Week, November 21, 2012.

Publications

"Common Enrollment, Parents, and School Choice: Early Evidence from Denver and New Orleans," (with Bethany Gross and Michael DeArmond), Center on Reinventing Public Education, May 2015.

Draws from qualitative data - including interviews with parents as well as school and district leaders - this paper highlights the successes and lingering challenges of implementing a system of school choosing that aims to be more centralized, transparent, and accessible than the fragmented system that existed previously.

"The Power of Transparency: Evidence from a British Workplace Survey" (with Jake Rosenfeld). American Sociological Review 80, no. 5 (2015): 1045-1068.

Examines whether the dissemination of organizational financial information shifts power dynamics within workplaces, finding that employees whose managers share financial information earn about 8 to 12 percent more than employees whose managers keep such information secret.

"Is the School Enrollment System Working for Families? An Evaluation of Denver’s ‘School Choice’ Process, 2012-2014," (with Bethany Gross), March 2015.

Analyzes three years of enrollment and school application data to examine what parents are looking for when selecting public schools for their children, how such preferences vary across socio-demographic groups, and whether a centralized enrollment system can alleviate some of the problems identified by prior work on school choice. 

"Does It Pay to Attend a For-Profit College? Horizontal and Vertical Stratification in Higher Education" Social Science Research 52, no. 1 (2015): 161-178.

Discusses the expansion of the higher education market through open-access schools (like for-profit institutions) and how it has given traditionally disadvantaged students the opportunity to attend college. Argues that for-profit students who either don’t complete a degree or earn a two-year degree do not earn more in wages than those with only a high school diploma.