Mike Cassidy

Mike Cassidy

Assistant Professor

Icahn School of Medicine at Mount Sinai

Biography

Mike Cassidy is an Assistant Professor of Pediatrics and Population Health Sciences and Policy in the Center for Child Health Services Research in the Mindich Child Health and Development Institute at the Icahn School of Medicine at Mount Sinai.

He is an applied microeconomist who uses the science of causal inference to study the social, economic, and environmental determinants of wellbeing across the lifespan. His current work focuses on housing, homelessness, education, and children’s health.

Prior to Mount Sinai, Mike was a postdoc and associate research scholar in the Center for Health and Wellbeing at Princeton University’s School of International and Public Affairs. He has also held positions at The Century Foundation and the NYC Office of Management and Budget.

Interests

  • Applied Microeconomics
  • Health, Education, and Welfare Economics
  • Public Economics
  • Urban Economics
  • Labor Economics
  • Econometrics

Education

  • PhD, Economics, 2020

    Rutgers University

  • MPA, Economics and Public Policy, with distinction, 2014

    Princeton University

  • BA, Communication and Political Science, summa cum laude, 2007

    University of Pennsylvania

Publications

Child Mental Health, Homelessness, and the Shelter System: Evidence from Medicaid in New York City

We identified children who resided in the New York City shelter system during 2015-2020 by matching address histories in Medicaid insurance claims to publicly available homeless shelter addresses, permitting examination of health care use before, during, and after shelter stays. We found that 4.5% of NYC children aged 4-17 with consistent Medicaid coverage entered shelter over a three-to-five-year period. After shelter entry, children had increased probabilities of receiving mental health services, including therapy and diagnoses of neurodevelopmental disorders, but little change in physical health service use. Children placed in shelters co-located with mental health services were similar to children entering other shelters prior to entry but had particularly large and sustained increases in use of mental health services afterwards. Children without prior mental health claims placed in shelters co-located with mental health services were 38-48% more likely to receive mental health therapy and 14-16% more likely to receive neurodevelopmental diagnoses than similar children placed elsewhere. These children were also more likely to receive Supplemental Security Income and stayed in shelter longer. This example illustrates the potential of linking administrative data sets in order to study vulnerable populations.

Improving School Attendance among Homeless Children: Evaluating the Attendance Matters Program

Absenteeism is a prevailing concern in American education, and students experiencing homelessness are particularly vulnerable to high rates of school absenteeism. Despite this increased risk, we find no research in which the primary focus is assessing the efficacy of shelter-based programs that seek to reduce absenteeism among homeless children. Thus, we evaluate the Attendance Matters program, which sought to improve school attendance among homeless students in New York City shelters through interagency coordination, leveraging data to target scarce program resources, and employing evidence-based social work practices. We use administrative data in a quasi-experimental study to evaluate the program’s effects on school attendance and, secondarily, on outcomes of proficiency and stability. Findings suggest that the program resulted in reductions in days absent and the absence rate among K-8 students, though findings for secondary outcomes and attendance outcomes for high school students were inconsistent across model specifications. Results, which likely understate actual program effects, have implications beyond this setting, as they suggest that a low-budget program leveraging evidence-based practices and existing resources can impact this seemingly intractable problem. Education and homelessness policymakers should seek opportunities to test replication in additional settings.

Working Papers

Works in Progress

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