Tolani Britton

Tolani Britton uses quasi-experimental methods to explore the impact of policies on students’ transition from secondary school to higher education, as well as access and retention in higher education. Recent work explores whether the disproportionate increase in incarceration of Black males for drug possessions and manufacture increased gaps in college enrollment rates by race and gender over two time periods- after the passage of the Anti-Drug Act from 1986 - 1993 and after the passage of the Violent Crime Control and Law Enforcement Act from 1995 - 2000.

Prior to earning her doctorate, Professor Britton worked as a high school math teacher and college counselor in New York City public schools and as a policy analyst for the Organization for Economic Cooperation and Development (OECD) in Paris, France. Her scholastic credentials include a Master of Arts in Economics from Tufts University, a Master of Arts in French Cultural Studies from Columbia University, and a Bachelor of Arts in both Economics and French Literature from Tufts University.

Publications

Britton, T. & Spencer, G. (Forthcoming).  “Individualized learning plans: Do students who fail to plan, plan to fail.” Teachers College Record.

Mabel, Z. & Britton. T. (2018).  “Leaving late: Understanding the extent and predictors of college late departure.” Social Science Research69, 34-51.

Presentations

Britton, T.  (2018).  “Educational opportunity and the Criminal Justice system: The Effects of the Violent Crime Control and Law Enforcement Act of 1994 on Black male students’ college enrollment.” Paper presented at the Association for Education Finance and Policy Annual Conference (2018).

Britton, T. (2017). “Locked up and locked out: The effects of the 1986 Anti-Drug Laws on college enrollment.” Paper presented at the Association for Public Policy Analysis and Management Annual Conference (2017).

Britton, T. (2017). “Locked up and locked out: The effects of the 1986 Anti-Drug Laws on college enrollment.” Paper presented at the Association for Education Finance and Policy Annual Conference (2017).

Britton, T. & Spencer, G. (2016).  “Individualized learning plans: Do students who fail to plan, plan to fail.” Paper presented at the Association for the Study of Higher Education Annual Conference (2016).

Mabel, Z. & Britton. T. (2016).  “Leaving late: Understanding the extent and predictors of college late departure.” Paper presented at the Association for Education Finance and Policy Annual Conference (2016).

Britton. T. (2015).  “The best laid plans of high school students in Massachusetts: Expressed versus revealed preferences for college enrollment.” Paper presented at the American Educational Research Association Annual Conference (2015).

Britton. T. (2015).  “Did the PLUS loans policy change decrease college enrollment for Black students?” Paper presented at the Association for Education Finance and Policy Annual Conference (2015).

Britton. T. (2014).  “College or bust …or both. Has the Great Recession changed the probability of college enrollment for Black and Latino students.” Paper presented at the American Educational Research Association Annual Conference (2014).

 

Degree(s)

  • Ed.D., Harvard Graduate School of Education
  • M.A., Columbia University
  • M.A., Tufts University
  • B.A., Tufts University

Contact Information

Office #4113

Graduate School of Education
Berkeley Way West Building (BWW)
UC Berkeley
2121 Berkeley Way
Berkeley, CA 94720-1670

Phone

TBA

Email

tabritton@berkeley.edu