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Faculty members

Dee, Thomas S.

Thomas S. Dee
Thomas S. Dee
Academic Title 
Professor
Other Titles 

Associate Dean for Faculty Affairs

Contact Information
(650) 723-6847
(650) 723-9931
tdee@stanford.edu
CE 514
http://cepa.stanford.edu/thomas-dee
Personal CV
Admin. Support 
Rebecca Lapena
Program Affiliations 
SHIPS (PhD): Economics of Education
SHIPS (PhD): Educational Policy
(MA) POLS

  Research Interests

Applied Econometrics
Applied Statistics in Educational Research
Design and Analysis of Longitudinal Research
Economics of Education
Educational Policy
Educational Research in Student Testing and Large-Scale Assessment
Equity and Poverty
Evaluation
High-stakes Testing
Policy Analysis and Implementation
School and District Reform
School Finance
School Finance Reform
State and Federal Education Policy
Teacher Labor Markets
Teachers and Teachers' Unions

  Professional Experience

Director, Stanford Center for Education Policy Analysis (CEPA)

Senior Fellow, Stanford Institute for Economic Policy Research (SIEPR)

Research Associate, National Bureau of Economic Research (NBER)

Editorial Board, Journal of Policy Analysis and Management

Editorial Board, Educational Evaluation and Policy Analysis

Editorial Board, Educational Researcher 

  Courses Taught

EDUC 255B Causal Inference in Quantitative Educational and Social Science Research

EDUC 339 Quantitative Policy Analysis (Workshop)

  Recent Publications

“The Causes and Consequences of Test Score Manipulation: Evidence from the New York Regents Examinations,” with Will Dobbie, Brian Jacob, and Jonah Rockoff.  NBER Working Paper No. 22165, April 2016.

"The Causal Effects of Cultural Relevance: Evidence from an Ethnic Studies Curriculum," with Emily Penner, American Educational Research Journal, forthcoming.

"The Gift of Time? School Starting Age and Mental Health,” with Hans Henrik Sievertsen, NBER Working Paper No. 21610, October 2015.

"Teacher Turnover, Teacher Quality, and Student Achievement," with Melinda Adnot, Veronica Katz, and James Wyckoff, Educational Evaluation and Policy Analysis, forthcoming.

“Property Taxes and Politicians: Evidence from School Budget Elections,” with Andrew Barr, National Tax Journal, forthcoming.

"Persistence Patterns in Massive Open Online Courses (MOOCs)," with Rachel Baker and Brent Evans, Journal of Higher Education 87(2), 206-242, 2016.

“Incentives, Selection, and Teacher Performance: Evidence from IMPACT,” with James Wyckoff, Journal of Policy Analysis and Management 34 (2), Spring 2015, 267–297. ***Winner of the 2015 Raymond Vernon Memorial Award.

“Social Identity and Achievement Gaps: Evidence from an Affirmation Intervention,” Journal of Research on Educational Effectiveness (8) 2, 2015, 149-168.

“Stereotype Threat and the Student-Athlete,” Economic Inquiry 52(1), January 2014, 173-182.

“Do Parental Involvement Laws Deter Risky Teen Sex?” with Silvie Colman and Ted Joyce, Journal of Health Economics 32(5), September 2013, 873-880.

“When a Nudge isn’t Enough: Defaults and Saving among Low-Income Tax Filers,” with Erin Bronchetti, David Huffman, and Ellen Magenheim, National Tax Journal 66(3), September 2013, 609-634.

“The Effects of NCLB on School Resources and Practices,” with Brian Jacob and Nathaniel Schwartz Educational Evaluation and Policy Analysis 35(2), June 2013, pp. 252 - 288.

“Rational Ignorance in Education: A Field Experiment in Student Plagiarism,” with Brian Jacob, Journal of Human Resources 47(2), Spring 2012: 397-434. 

“Conditional Cash Penalties in Education: Evidence from the Learnfare Experiment,” Economics of Education Review 30(5), October 2011, 924-937.

“The Impact of the No Child Left Behind Act on Student Achievement,” with Brian Jacob, Journal of Policy Analysis and Management 30(3), Summer 2011, 418-446.

“The Non-cognitive Returns to Class Size,” with Martin West, Educational Evaluation and Policy Analysis 33(1), March 2011, 23-46.