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<!DOCTYPE html>
<html lang="en">
<head>
<meta charset="UTF-8">
<meta name="viewport" content="width=device-width, initial-scale=1.0">
<title>Andrew Avitabile</title>
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<link rel="icon" href="data:image/svg+xml,<svg xmlns=%22http://www.w3.org/2000/svg%22 viewBox=%220 0 100 100%22><text y=%22.9em%22 font-size=%2290%22>🧑🏻🏫</text></svg>">
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<meta property="og:title" content="Andrew Avitabile 🧑🏻🏫">
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<body>
<script>
function toggleAbstract(button) {
const abstract = button.nextElementSibling;
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button.textContent = 'Abstract';
} else {
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button.textContent = 'Hide Abstract';
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</script>
<!-- Top Navigation Bar -->
<div class="navbar">
<a href="index.html">Home</a>
<a href="CV.html">CV</a>
<a href="#publications">Publications</a>
<a href="#works_in_prog">Works in Progress</a>
<a href="#contact">Contact</a>
</div>
<!-- Left and Right Section for the Landing Page -->
<div class="container">
<div class="left-section">
<div class="profile-picture" style="background-image: url('https://raw.githubusercontent.com/avitabilea/avitabilea.github.io/master/IMG_5988.JPG');"></div>
<div class="name">Andrew Avitabile</div>
<div class="institution">PhD Student, University of Virginia</div>
<div class="social-icons">
<a href="mailto:[email protected]" aria-label="Email"><i class="fas fa-envelope"></i></a>
<a href="https://twitter.com/andrew_avit" target="_blank" aria-label="Twitter"><i class="fab fa-twitter"></i></a>
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<a href="https://scholar.google.com/citations?user=GUPuEdwAAAAJ&hl=en" target="_blank" aria-label="Google Scholar"><i class="ai ai-google-scholar"></i></a>
</div>
</div>
<!-- Bio Section on the Right -->
<div class="right-section">
<div class="bio">
I am a third-year PhD student in Education Policy at the University of Virginia School of Education and Human Development and an Institute for Education Sciences (IES) Pre-doctoral Fellow. I am currently building a research agenda around K–12 education policy and leadership, teacher labor markets, and evaluating education programs in low- and middle-income countries.
<br><br>
Before starting the PhD, I worked at the Indeed Hiring Lab, where I wrote articles on trends in the US labor market. I also have work experience helping create better measures of learning at the Abdul Latif Jameel Poverty Action Lab (J-PAL), teaching English at a non-profit in Brazil, helping evaluate social policies at MDRC, and consulting on high-profile merger and litigation cases at NERA Economic Consulting.
<br><br>
You can find my CV <a href="CV.html">here</a>.
</div>
<div class="sections-container">
<div class="interest">
<h3>Interests</h3>
<ul>
<li>Teacher Labor Markets</li>
<li>K–12 Education Policy</li>
<li>Education Policy in Low- and Middle-Income Countries</li>
</ul>
</div>
<div class="education">
<h3>Education</h3>
<ul class="education-list">
<li>
<i class="fas fa-graduation-cap"></i>
<div class="degree-info">
PhD in Education Policy, In Progress <br>
University of Virginia
</div>
</li>
<li>
<i class="fas fa-graduation-cap"></i>
<div class="degree-info">
Master of Public Policy, 2024 <br>
University of Virginia
</div>
</li>
<li>
<i class="fas fa-graduation-cap"></i>
<div class="degree-info">
BS in Economics, 2015 <br>
Geroge Washington University
</div>
</li>
</ul>
</div>
</div>
</div>
</div>
<!-- Publications Section -->
<section id="publications">
<h2>Publications</h2>
<div class="publication">
<h3><a href="https://doi.org/10.3102/0013189X241276814" class="publication-title">Why Do You Want to Be a Teacher? A Natural Language Processing Approach</a></h3>
<p class="authors">Bartanen, B., Kwok, A., Avitabile, A., & Kim, B.</p>
<p class="publication-info">Educational Researcher</p>
<button class="abstract-button" onclick="toggleAbstract(this)">Abstract</button>
<div class="publication-abstract">
<p>Heightened concerns about the health of the teaching profession highlight the importance of studying the early teacher pipeline. This exploratory, descriptive article examines preservice teachers' expressed motivation for pursuing a teaching career. Using data from a large teacher education program in Texas, we use a natural language processing algorithm to categorize into topical groups roughly 2,800 essay responses to the prompt, "Explain why you decided to become a teacher." We identify 10 topics that largely reflect altruistic and intrinsic (although not extrinsic) reasons for teaching. The frequency of topics varied substantially by preservice teacher gender, race/ethnicity, and certification area. Intrinsic enjoyment of teaching and experiences with adversity predicted higher clinical teaching performance and lower attrition as a full-time teacher.</p>
</div>
</div>
</section>
<!-- Works in Progress Section -->
<section id="works_in_prog">
<h2>Works in Progress</h2>
<div class="work">
<h3>Evaluating a Scholarship Program for Bilingual Pre-service Teachers in Texas</h3>
<p class="authors">Avitabile, A.</p>
<button class="abstract-button" onclick="toggleAbstract(this)">Abstract</button>
<div class="publication-abstract">
<p>Teacher shortages in hard to staff subjects are a persistent issue in the United States. This study examines the Bilingual Education Program (BEP), which was established by the Texas State Legislature in 2003 to provide scholarships to incentivize pre-service teachers (PSTs) to obtain Bilingual Educator, English as a Second Language (ESL), or Spanish certificates. In this project, I will decribe which PSTs take advantage of the BEP's funding. I also aim to identify the causal impact of the program on scholarship aid received and whether the program increased the probability that eligible PSTs at participating institutions sat for and passed exams that would earn them certifications in the areas targeted by the BEP. Findings will inform our understanding of which PSTs take advantage of scholarship opportunities and the potential for targeted, unconditional scholarships to alleviate teacher shortages in high needs subjects.</p>
</div>
</div>
<div class="work">
<h3 class="work-title">Evaluating the Impact of a Comprehensive School Health Program in Zambia</h3>
<p class="authors">Lagarde, M., Imbiti, I., Grabowska, M., Avitabile, A., & Beimba, G.</p>
<button class="abstract-button" onclick="toggleAbstract(this)">Abstract</button>
<div class="publication-abstract">
<p>While significant attention has been devoted to the health of children under five, older children's health needs remain under-recognized. In Zambia, where malaria prevalence is highest among children aged 5-17, school-age children face high morbidity rates, yet they have limited access to prevention and treatment. Challenges such as fewer bednet use and delays in seeking care exacerbate their health risks, negatively impacting education through high absenteeism and lower cognitive abilities. This study evaluates a program that utilizes schools as a platform for delivering preventive and curative healthcare services to children above five in Zambia. Since 2015, the NGO Healthy Learners has partnered with the Zambian government to implement a School Health Program (SHP), which trains teachers as community health workers and equips schools with health rooms. The program offers diagnosis, treatment, and health education, using schools as entry points into the healthcare system. In contrast to limited school health programs, the SHP provides both preventive and curative care, leveraging resources from the entire school community. The study uses a cluster-randomized controlled trial involving 225 schools, divided into three groups: a control group, a full SHP group, and a group receiving only mass drug administration for benchmarking. This research explores five questions, focusing on the implementation, impact, added value, indirect effects, and long-term implications of the SHP for human capital development. The findings aim to assess the effectiveness and cost-efficiency of a comprehensive school health model in improving health and educational outcomes.</p>
</div>
</div>
<div class="work">
<h3 class="work-title">Leveraging Natural Language Processing to Identify High-Quality Feedback and Field Supervisors</h3>
<p class="authors">Avitabile, A., Bartanen, B., and Kwok, A.</p>
<button class="abstract-button" onclick="toggleAbstract(this)">Abstract</button>
<div class="publication-abstract">
This study applies natural language processing methods to analyze written feedback provided to pre-service teachers (PSTs) by program supervisors and PST reflections during clinical teaching observations. Using data from a large Texas teacher preparation program, we examine the sentiment and content of these texts. Findings reveal differences between field supervisor feedback and PST reflections and that feedback largely reflects differences between field supervisors rather than PSTs. Controlling for supervisor effects, men, non-white PSTs, and those earning SPED certifications receive less positive feedback and write less positive reflections. Both supervisor feedback and PST reflection positivity are associated with higher certification exam scores. Discussing teaching skills in PST reflections is positively associated with these exam scores, while mentioning student engagement in both feedback and reflections correlates with higher likelihood of entering teaching. Results have implications for policy and practice around field supervisor feedback in teacher preparation programs, potentially informing efforts to improve the clinical teaching experience and support underrepresented groups in the teaching profession.
</div>
</div>
<div class="work">
<h3 class="work-title">Who Becomes a Teacher in America? Evidence from the Common Application</h3>
<p class="authors">Bartanen, B., Avitabile, A., and Kwok, A.</p>
</div>
<div class="work">
<h3 class="work-title">Identifying Effective K-12 Teachers Using Clinical Teaching Data</h3>
<p class="authors">Bartanen, B., Kwok, A., and Avitabile, A.</p>
</div>
</section>
<script>
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const abstract = button.nextElementSibling;
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}
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<!-- Contact Section -->
<section id="contact">
<h2>Contact</h2>
<div class="contact-info">
<div class="contact-item">
<i class="fas fa-envelope"></i>
<a href="mailto:[email protected]">[email protected]</a>
</div>
<div class="contact-item">
<i class="fab fa-twitter"></i>
<a href="https://twitter.com/andrew_avit" target="_blank">DM Me</a>
</div>
</div>
</section>
<footer>
<p>© 2024 Andrew Avitabile. All rights reserved.</p>
</footer>
<!-- Content for cv.html -->
<div id="cv-content" style="display: none;">
<div class="cv-container">
<h2>Curriculum Vitae</h2>
<iframe class="cv-embed" src="Avitabile_CV.pdf"></iframe>
</div>
</div>
</body>
</html>