We model interpersonal dynamics and study behavior in the classroom in the hypothetical case of a single teacher who defines students’ seating arrangements. The model incorporates the mechanisms of peer influence on study behavior, on attitude formation, and homophilous selection in order to depict the interrelated dynamics of networks, behavior, and attitudes. We compare various seating arrangement scenarios and observe how GPA distribution and level of prejudice changes over time.

This model is to match students and schools using real-world student admission mechanisms. The mechanisms in this model are serial dictatorship, deferred acceptance, the Boston mechanism, Chinese Parallel, and the Taipei mechanism.

This model is to simulate and compare the admission effects of 3 school matching mechanisms, serial dictatorship, Boston mechanism, and Chinese Parallel, under different settings of information released.

This is an agent-based model that captures the dynamic processes related to moving from an educational system where the school a student attends is based on assignment to a neighborhood school, to one that gives households more choice among existing and newly formed public schools.

Status-power dynamics on a playground, resulting in a status landscape with a gender status gap. Causal: individual (beauty, kindness, power), binary (rough-and-tumble; has-been-nice) or prior popularity (status). Cultural: acceptability of fighting.

This is a model of innovation implementation inside an organization. It characterizes an innovation as a set of distributed and technically interdependent tasks performed by a number of different and socially interconnected frontline workers.

We propose here a computational model of school segregation that is aligned with a corresponding Schelling-type model of residential segregation. To adapt the model for application to school segregation, we move beyond previous work by combining two preference arguments in modeling parents’ school choice, preferences for the ethnic composition of a school and preferences for minimizing the travelling distance to the school.

The purpose of this model is to investigate mechanisms driving the geography of educational inequality and the consequences of these mechanisms for individuals with varying attributes and mobility.