Luke Miller headshot

Luke C. Miller

Associate Professor
Unit: Curry School of Education
Department: Curry School of Education
Office location and address
Ruffner Hall 260
405 Emmet St S
Charlottesville, Virginia 22903
Ph.D., Stanford University, 2008
M.A., Stanford University, 2006
MPP, Georgetown University, 2000
B.A., St. Lawrence University, 1997

Luke C. Miller applies his analytic, leadership and managerial skills to innovative research projects that explore educational phenomena, assess the impacts of policies, reforms and programs on student and teacher outcomes, and evaluate state and federal educational policies. His areas of expertise include economics of education, teacher labor markets, rural education, and education policy. Miller is currently the Principal Investigator on a multi-year research project assessing the effects of state-supported pre-kindergarten on early childhood outcomes through grade 3 as well as the supply of child care. He is also a co-Principal Investigator with the New York research team of the National Center for Analysis of Longitudinal Data in Education Research (CALDER). Miller served as the PI on an NSF-funded research grant that analyzed 12 years of administrative data from North Carolina to examine the impacts of three high school reform models on student course-taking and academic performance. Previously, he analyzed almost 40 years of administrative data on all teachers in New York State to explore the impacts of community amenities on rural teacher labor markets as well as to measure the effects of principals on teacher labor market decisions. Weaving together Miller’s research is a commitment to rigorous analysis of large comprehensive datasets to produce policy-relevant findings that strengthen the quality of the educational opportunities afforded individuals.

Teacher Working Conditions and Equitable Student Outcomes
Source: U.S. Department Of Education
July 01, 2020 – June 30, 2024
A Study of Teacher Retention in Richmond Public Schools
Source: Richmond Public Schools
November 01, 2020 – December 31, 2021
Equity in Virginia's Public Education System: A Longitudinal Examination Spanning the COVID-19 Shutdown
Source: Virginia Department Of Education
June 01, 2021 – December 01, 2021
Developing a Research and Policy Agenda to Improve School Climate in Virginia
Source: U.S. Department Of Education
July 01, 2017 – June 30, 2020
Virginia Working Conditions Survey
Source: Virginia Department Of Education
November 14, 2018 – May 30, 2020
CU-EPW Pilot of the VTSS Survey
Source: Virginia Department Of Education
July 01, 2016 – September 30, 2017
CU-Florida VPK Evaluation/AECF Year 3
Source: Annie E. Casey Foundation
November 01, 2012 – May 31, 2015
CU-Florida VPK Evaluation/SRF
Source: Smith Richardson Foundation
December 01, 2011 – May 30, 2015
CU-Florida VPK Evaluation/FCD
Source: Foundation for Child Development
December 01, 2011 – May 30, 2015
EDLF 4995: Directed Research
Credits: 1–6
Directed Research under supervision of faculty member.
EDLF 5310: Data Management for Social Science Research
Credits: 3
This course introduces strategies for effectively working with large-scale quantitative data for social science research. Topics covered include: data cleaning, recoding and checking; merging data from multiple sources; reshaping data; documenting processes; writing programs and macros to reduce errors; and presenting descriptive data through tables and graphs. Students will utilize Stata, a statistical software package.
EDLF 8315: Causal Inference in Educational Policy Research
Credits: 3
An advanced methods course on quasi-experimental statistical techniques for generating unbiased effect estimates when random assignment is not feasible. Underlying theories, identifying assumptions, and applications are presented for techniques drawn from a variety of disciplines including economics, sociology, and psychology including regression discontinuity, instrumental variables, difference-in-difference, matching, and fixed effects.
EDLF 8385: Survey Inquiry for Practitioners with Data Management and Analysis
Credits: 3
Focus is given to Problems of Practice (POPs) through systematic quantitative inquiry, specifically focusing on survey processes, questions and strategies used to conduct meaningful inquiry in educational settings. The course begins with the process for survey development followed by basic statistical processes and procedures for organizing and analyzing data from surveys. A co-requisite for the class is EDLF 8386: Survey Lab of Practice.
EDLF 8386: Lab of Practice of Survey Inquiry
Credits: 1
This Lab of Practice complements EDLF 8385: Survey Inquiry. The Lab provides a structured opportunity to engage in survey work on a very small scale allowing for practicing the main ideas focused on in EDLF 8385: Survey Inquiry.
EDLF 9998: Doctoral Research Apprenticeship
Credits: 3–12
Designed to give doctoral students experience conducting research in professional settings appropriate to their disciplines. Prerequisites: Advisor Permission Required.