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Thomas S. Dee is Barnett Family Professor of Education at Stanford University and Director of the Stanford Center for Education Policy Analysis (CEPA). Professor Dee is also a Research Associate in the Programs on Economics of Education, Health Economics and Children at the National Bureau of Economic Research (NBER) and a Senior Fellow at the Stanford Institute for Economic Policy Research (SIEPR).
His research focuses largely on the use of quantitative methods (e.g., panel data techniques, instrumental variables, and random assignment) to inform contemporary policy debates. Recent examples include econometric evaluations of incentive and accountability-based reforms and an analysis of recent, stimulus-funded, school-turnaround initiatives. Dr. Dee received his doctorate and a master’s degree in economics from University of Maryland and his bachelor’s degree in economics with a focus on public policy from Swarthmore College.
Visit our library to view Thomas Dee's papers related to learning mindsets.
Associated Publications
- My Brother’s Keeper? The impact of targeted educational supports
- How do Learning Environments Shape Student Mindsets?
- Teacher Mindsets: How Educators’ Perspectives Shape Student Success
- Mindsets and the Learning Environment: The Impact of the African American Male Achievement Initiative on High School Success and Implications for Advancing Equity at a District Level
- Introducing our K-12 Teachers and Classrooms Research Portfolio
- Vanished classmates: The effects of local immigration enforcement on school enrollment
- Investing in a second round of the Mindsets and the Learning Environment interdisciplinary research initiative
- Countering unconscious bias could improve equity in science and technology fields
- Student Experience Research Network’s portfolio of research on mindsets and the learning environment
- Student Experience Research Network update: Entering a new chapter in learning mindset research
- Mindset Scholars present current research at AERA 2016
- Six new researchers join the Student Experience Research Network
Media
- The 2020 Edu-Scholar Public Influence Rankings
- Oakland high schools offered an extra class to support black boys. A new study shows it substantially cut their dropout rate.
- Culturally Supportive Program for Black Boys Boosts On-Time Graduation Rates
- Push for Ethnic Studies in Schools Faces a Dilemma: Whose Stories to Tell
- The 2019 Edu-Scholar Public Influence Rankings
- New Study: More Than 300,000 Children Have ‘Vanished’ From Schools After Local Police Formed Partnerships With ICE
- Another Case of Vanishing Latino Children
- Does Teacher Diversity Matter for Student Learning?
- Can Ethnic Studies Courses Help Students Succeed in School? Evidence From San Francisco
- New Research Explores Unconscious Bias in the Classroom
