I use quantitative and mixed methods—drawing on theory from economics, political science, and sociology—to examine how social policies shape student outcomes and how schools, in turn, influence social policy. My research uses statewide administrative data, original surveys, and interview data.

My research agenda consists of two interconnected strands: (1) how social policies shape student outcomes and (2) how schools act as de facto social safety nets. I approach both of these issues in collaboration with educational agencies, evaluating the effects of programs and policies on student outcomes and translating findings to actionable insights for decision makers.

Dissertation

My dissertation investigates the ways in which schools interact with social safety net policies, and at times provide social safety nets to low-income students, in an effort to highlight that schools are not the only policy sphere in which to fight educational opportunity gaps. Specifically, I investigate how welfare and healthcare policies interact with educational systems to either improve or interrupt inequality for low-income children. All three papers bring together social and educational policy both through novel data linkages and research approaches.

SNAP Recency, Free Lunch Expansion and Student Discipline in Oregon

SNAP-induced intra-monthly cycles in food expenditures, dietary quality, and food insecurity correspond to cycles in exclusionary discipline. This paper, co-authored with Leah Clark, an economist at the US Census Bureau, estimates the causal relationship between SNAP cycles and suspension for public K-12 students, and evaluates whether free school lunch expansion, which has been shown to reduce suspensions for low-income students, impacts the salience of SNAP cycles. We use K-12 administrative data from the Oregon Department of Education linked to records of SNAP enrollment housed at the U.S. Census Bureau.

Putting School-Based Mental Health Services in Place: Evidence from Rural Tennessee

Although the prevalence of mental health conditions is similar among rural and urban populations, rural students are significantly less likely to have access to specialized mental health providers. Tennessee districts have worked hard to expand access to school mental health care in schools, yet districts continue to face hurdles in delivering essential services to all students. These hurdles are often unique and particularly salient in rural communities. This study is a cross case analysis of nearly 50 counties across the entire state of Tennessee to understand the ecology of school-based mental health services in rural Tennessee. Findings inform policies to promote equitable, place-sensitive approaches to student mental health in rural schools.

Understanding the Dynamics of Mental Health, Absenteeism, and the Impact of the COVID-19 Pandemic in Tennessee

Students with mental health needs—such as anxiety, depression, and substance use disorders—are more likely to be chronically absent. This study examines how the post-pandemic rise in children’s mental health needs has altered the associations between mental health and absenteeism. Using a mixed methods design, I analyze statewide linked health and education data for all Tennessee children with Medicaid records and conduct interviews with Coordinators of School Health from over 54 districts. This study is among the first to use statewide Medicaid claims data to explore how the relationship between mental health diagnoses and absenteeism has shifted since COVID-19.

Publications

Working Papers

Candelaria, C., Nienstedt, L., Ainsworth, A., Penner, E., & Liu, Y. "Should I stay, or should I go? Differential responses to base salary increases among teachers.” Available as an EdWorkingPaper: 24-1003. DOI: 10.26300/jwy5-c233. Revise and Resubmit at Education Finance and Policy.

Research and Policy Briefs

"Examining the Role of School-Based Health Centers in Improving Mental Health Outcomes for Tennessee Students" (2024) (with Carolyn Heinrich, Daphne Penn and Mason Shero). Vanderbilt: Tennessee Education Research Alliance (TERA).

"Investments in Tennessee’s School-Based Mental Health Care Should Be Expanded, Funded to Meet Rising Need" (2024) (with Carolyn Heinrich, Daphne Penn and Mason Shero). Vanderbilt: Mental Health Research in Tennessee Schools.

Osborne, C., Navarro, M., Nienstedt, L. & Huffman J. (2022) "Changes in Home Visiting Clients Over Time During the COVID-19 Pandemic: Preliminary Results." Prepared for Texas Prevention and Early Intervention Division, Department of Family and Protective Services.

Vincent, J., Gebrekristos, S., & Nienstedt, L. (2022). "Gauging good stewardship: is California adequately and equitably investing in its public school facilities?" Berkeley: Center for Cities + Schools, University of California.

Nienstedt, L. (2021). "A relative need index for school-based health centers: identifying opportunities to expand health care in California schools." California School Based Health Alliance.