Tammy Kolbe is an Assistant Professor of Educational Leadership and Policy Studies at the University of Vermont. Her research examines the allocation of resources in schools, and the cost effectiveness of educational programs and policies. To date, her work has focused on three policy areas: 1) time and learning in schools; 2) the distribution of teacher quality; and special education funding and policy. In her most recent publications she examines trends in time and learning in school, the costs schools incur when lengthening the school day, the impacts in-school time have on instructional practice in science, differences in instructional quality between high- and low-resource school districts, and the extent to which school resources impact identification and placement for students with disabilities. She is a member of the editorial board for the Journal of Education Finance, and was a recipient of the American Educational Research Association (AERA)/U.S. Department of Education’s three-year post-doctoral fellowship in education policy studies at the University of Maryland. She earned an Ed.D. in Educational Leadership & Policy Studies from the University of Vermont and a M.S. in Policy Analysis & Program Evaluation from The Pennsylvania State University.