Bio


Thomas S. Dee, Ph.D., is the Barnett Family Professor at Stanford University’s Graduate School of Education (GSE), a Research Associate at the National Bureau of Economic Research (NBER), a Senior Fellow at the Stanford Institute for Economic Policy Research (SIEPR) 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 to inform contemporary issues of policy and practice. The Association for Public Policy Analysis and Management (APPAM) awarded his collaborative research the Raymond Vernon Memorial Award in 2015 and again in 2019. He currently serves on the editorial boards of the American Educational Research Journal, the Journal of Policy Analysis and Management, and Education Finance and Policy.

Administrative Appointments


  • Barnett Family Professor of Education, Stanford University (2018 - Present)
  • Research Associate, National Bureau of Economic Research (NBER) (2009 - Present)
  • Faculty Director, John W. Gardner Center for Youth and Their Communities (2018 - Present)

Honors & Awards


  • Community Outcomes and Impact Award, International Association for Research on Service Learning and Community Engagement (2020)
  • Raymond Vernon Memorial Award, Association for Public Policy Analysis and Management (2019)
  • Raymond Vernon Memorial Award, Association for Public Policy Analysis and Management (2015)

Boards, Advisory Committees, Professional Organizations


  • Editorial Board, American Educational Research Journal (2020 - Present)
  • Associate Editor, Economic Inquiry (2019 - Present)
  • Editorial Board, Education Finance and Policy (2019 - Present)
  • Editorial Board, Journal of Policy Analysis and Management (2014 - Present)
  • Executive Committee, Public Policy Program, Stanford University (2014 - Present)

Program Affiliations


  • Public Policy

Research Interests


  • Economics and Education
  • Educational Policy
  • Poverty and Inequality
  • Technology and Education

2020-21 Courses


All Publications


  • IS EFFECTIVE TEACHER EVALUATION SUSTAINABLE? EVIDENCE FROM DISTRICT OF COLUMBIA PUBLIC SCHOOLS EDUCATION FINANCE AND POLICY Dee, T. S., James, J., Wyckoff, J. 2021; 16 (2): 313-346
  • Assessing the Impact of a Test Question: Evidence from the "Underground Railroad" Controversy EDUCATIONAL MEASUREMENT-ISSUES AND PRACTICE Dee, T. S., Domingue, B. W. 2020

    View details for DOI 10.1111/emip.12411

    View details for Web of Science ID 000599977400001

  • Vanished Classmates: The Effects of Local Immigration Enforcement on School Enrollment AMERICAN EDUCATIONAL RESEARCH JOURNAL Dee, T. S., Murphy, M. 2020; 57 (2): 694–727
  • The Effects of School Reform under NCLB Waivers: Evidence from Focus Schools in Kentucky EDUCATION FINANCE AND POLICY Bonilla, S., Dee, T. S. 2020; 15 (1): 75–103
  • School Performance, Accountability, and Waiver Reforms: Evidence From Louisiana EDUCATIONAL EVALUATION AND POLICY ANALYSIS Dee, T. S., Dizon-Ross, E. 2019; 41 (3): 316–49
  • The Effects of Accountability Incentives in Early Childhood Education JOURNAL OF POLICY ANALYSIS AND MANAGEMENT Bassok, D., Dee, T. S., Latham, S. 2019; 38 (4): 838-+

    View details for DOI 10.1002/pam.22149

    View details for Web of Science ID 000485001700003

  • The Causes and Consequences of Test Score Manipulation: Evidence from the New York Regents Examinations AMERICAN ECONOMIC JOURNAL-APPLIED ECONOMICS Dee, T. S., Dobbie, W., Jacob, B. A., Rockoff, J. 2019; 11 (3): 382–423
  • The gift of time? School starting age and mental health HEALTH ECONOMICS Dee, T. S., Sievertsen, H. 2018; 27 (5): 781–802

    Abstract

    Using linked Danish survey and register data, we estimate the causal effect of age at kindergarten entry on mental health. Danish children are supposed to enter kindergarten in the calendar year in which they turn 6 years. In a "fuzzy" regression-discontinuity design based on this rule and exact dates of birth, we find that a 1-year delay in kindergarten entry dramatically reduces inattention/hyperactivity at age 7 (effect size = -0.73), a measure of self-regulation with strong negative links to student achievement. The effect is primarily identified for girls but persists at age 11.

    View details for PubMedID 29424005

  • Teacher Turnover, Teacher Quality, and Student Achievement in DCPS EDUCATIONAL EVALUATION AND POLICY ANALYSIS Adnot, M., Dee, T., Katz, V., Wyckoff, J. 2017; 39 (1): 54-76
  • The Causal Effects of Cultural Relevance: Evidence From an Ethnic Studies Curriculum AMERICAN EDUCATIONAL RESEARCH JOURNAL Dee, T. S., Penner, E. K. 2017; 54 (1): 127-166
  • Incentives, Selection, and Teacher Performance: Evidence from IMPACT JOURNAL OF POLICY ANALYSIS AND MANAGEMENT Dee, T. S., Wyckoff, J. 2015; 34 (2): 267-?

    View details for DOI 10.1002/pam.21818

    View details for Web of Science ID 000351222000003

  • Text as Data Methods for Education Research JOURNAL OF RESEARCH ON EDUCATIONAL EFFECTIVENESS Fesler, L., Dee, T., Baker, R., Evans, B. 2019; 12 (4): 707-727
  • How a data-driven course planning tool affects college students' GPA: Evidence from two field experiments Chaturapruek, S., Dee, T. S., Johari, R., Kizilcec, R. F., Stevens, M. L., ACM ASSOC COMPUTING MACHINERY. 2018
  • Be a Good Samaritan to a Good Samaritan: Field evidence of other-regarding preferences in China CHINA ECONOMIC REVIEW Chang, S., Dee, T. S., Tse, C. W., Yu, L. 2016; 41: 23-33
  • A Randomized Experiment Testing the Efficacy of a Scheduling Nudge in a Massive Open Online Course (MOOC) AERA OPEN Baker, R., Evans, B., Dee, T. 2016; 2 (4)
  • PROPERTY TAXES AND POLITICIANS: EVIDENCE FROM SCHOOL BUDGET ELECTIONS NATIONAL TAX JOURNAL Barr, A. C., Dee, T. S. 2016; 69 (3): 517-544
  • Persistence Patterns in Massive Open Online Courses (MOOCs) JOURNAL OF HIGHER EDUCATION Evans, B. J., Baker, R. B., Dee, T. S. 2016; 87 (2): 206-242
  • The achievement and course-taking effects of magnet schools: Regression-discontinuity evidence from urban China ECONOMICS OF EDUCATION REVIEW Dee, T., Lan, X. 2015; 47: 128-142
  • Social Identity and Achievement Gaps: Evidence From an Affirmation Intervention JOURNAL OF RESEARCH ON EDUCATIONAL EFFECTIVENESS Dee, T. S. 2015; 8 (2): 149-168
  • STEREOTYPE THREAT AND THE STUDENT-ATHLETE ECONOMIC INQUIRY Dee, T. S. 2014; 52 (1): 173-182

    View details for DOI 10.1111/ecin.12006

    View details for Web of Science ID 000339801700010

  • Do parental involvement laws deter risky teen sex? JOURNAL OF HEALTH ECONOMICS Colman, S., Dee, T. S., Joyce, T. 2013; 32 (5): 873-880

    Abstract

    Parental involvement (PI) laws require that physicians notify or obtain consent from a parent(s) of a minor seeking an abortion before performing the procedure. Several studies suggest that PI laws curb risky sexual behavior because teens realize that they would be compelled to discuss a subsequent pregnancy with a parent. We show that prior evidence based on gonorrhea rates overlooked the frequent under-reporting of gonorrhea by race and ethnicity, and present new evidence on the effects of PI laws using more current data on the prevalence of gonorrhea and data that are novel to this literature (i.e., chlamydia rates and data disaggregated by year of age). We improve the credibility of our estimates over those in the existing literature using an event-study design in addition to standard difference-in-difference-in-differences (DDD) models. Our findings consistently suggest no association between PI laws and rates of sexually transmitted infections or measures of sexual behavior.

    View details for DOI 10.1016/j.jhealeco.2013.06.003

    View details for Web of Science ID 000326061000010

    View details for PubMedID 23892483

  • The Effects of NCLB on School Resources and Practices EDUCATIONAL EVALUATION AND POLICY ANALYSIS Dee, T. S., Jacob, B., Schwartz, N. L. 2013; 35 (2): 252-279
  • Rational ignorance in education a field experiment in student plagiarism Journal of Human Resources Dee, T. S., Jacob, B. A. 2012; 47 (2): 397-434
  • Conditional cash penalties in education: Evidence from the Learnfare experiment Economics of Education Review Dee, T. S. 2011; 30 (5): 924-937
  • The non-cognitive returns to class size Educational Evaluation and Policy Analysis Dee, T. S., West, M. R. 2011; 33 (1): 23-46