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Thomas S. Dee is the Barnett Family Professor of Education at Stanford University and a Senior Fellow at the Stanford Institute for Economic Policy Research (SIEPR). Dr. 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 the Faculty Director of the John W. Gardner Center for Youth and Their Communities.
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. 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
- Engagement and attainment: The longer-term causal effects of ethnic studies
- My Brother’s Keeper? The impact of targeted educational supports
- Teacher Mindsets: How Educators’ Perspectives Shape Student Success
- The Impact of the African American Male Achievement Initiative on High School Success and Implications for Advancing Equity at a District Level
- Vanished classmates: The effects of local immigration enforcement on school enrollment
- Student Experience Research Network’s portfolio of research on mindsets and the learning environment
- How do Learning Environments Shape Student Mindsets?
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