Sarah C. McKenzie
Affiliation confirmed via AI analysis of OpenAlex, ORCID, and web sources.
Assistant Research Professor
Also affiliated: American Association of Colleges of Pharmacy (2010); Arkansas Department of Education (2024); University of Florida (2010); University of California San Diego (2010); Institute of Medicinal Plant Development (2010); University of Florida Health Science Center (2010)
Faculty Researcher
Research Areas
Biomedical Subjects
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Biography and Research Information
OverviewAI-generated summary
Sarah C. McKenzie's research at the University of Arkansas at Fayetteville focuses on educational policy and equity, particularly within the context of gifted education and student discipline. Her work investigates the identification of gifted students from disadvantaged backgrounds, examining how policies can be adapted to ensure equitable access to advanced academic opportunities.
Mckenzie has published studies on discipline disproportionality in elementary schools and the impact of state-level policy reforms on exclusionary discipline practices. She also explores the effects of universal advanced placement access on student enrollment and outcomes, as well as the complexities of implementing state-level discipline policies at the local level. Her research network includes collaborators such as Jonathan Wai, Fabio Andrés Parra-Martínez, Sarah Ruth Morris, and Josh B. McGee, with whom she has co-authored multiple publications.
Metrics
- h-index: 5
- Publications: 145
- Citations: 96
Selected Publications
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Universal Screening in Practice: A Comparative Study of the CogAT and ACT Aspire for Gifted Identification (2026)
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The effects of grading equity professional development on student outcomes (2025)
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Gifted Students’ Later Outcomes: College-Going Rates and Selectivity (2025)
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Discipline Disproportionality and Policy Reform in Arkansas: Effects of State-Wide Limits on Exclusionary Discipline in Elementary School (2023)
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Gifted-student screenings often miss poor students who should qualify (2022)
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Expanding Gifted Identification to Capture Academically Advanced, Low-Income, or Other Disadvantaged Students: The Case of Arkansas (2022)
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Local Implementation of State-Level Discipline Policy: Administrator Perspectives and Contextual Factors Associated With Compliance (2022)
Collaboration Network
Top Collaborators
- Expanding Gifted Identification to Capture Academically Advanced, Low-Income, or Other Disadvantaged Students: The Case of Arkansas
- Gifted Students’ Later Outcomes: College-Going Rates and Selectivity
- The effects of grading equity professional development on student outcomes
- Discipline Disproportionality and Policy Reform in Arkansas: Effects of State-Wide Limits on Exclusionary Discipline in Elementary School
- Local Implementation of State-Level Discipline Policy: Administrator Perspectives and Contextual Factors Associated With Compliance
- Expanding Gifted Identification to Capture Academically Advanced, Low-Income, or Other Disadvantaged Students: The Case of Arkansas
- Expanding Gifted Identification to Capture Academically Advanced, Low-Income, or Other Disadvantaged Students: The Case of Arkansas
- Expanding Gifted Identification to Capture Academically Advanced, Low-Income, or Other Disadvantaged Students: The Case of Arkansas
- Gifted Students’ Later Outcomes: College-Going Rates and Selectivity
- Gifted Students’ Later Outcomes: College-Going Rates and Selectivity
- Gifted Students’ Later Outcomes: College-Going Rates and Selectivity
- The effects of grading equity professional development on student outcomes
- The effects of grading equity professional development on student outcomes
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