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Thomas S. Dee

Photo of Thomas Dee

Thomas Dee

Professor

tdee@stanford.edu

https://tom-dee.github.io/
https://scholar.google.com/citations?user=BDqIRPkAAAAJ&hl=en
https://twitter.com/ProfTDee

Assistant: Mitch Gilmer

Office: CERAS 514

Biography

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 public 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.

Other Titles

Professor, Graduate School of Education
Senior Fellow, Stanford Institute for Economic Policy Research (SIEPR)
Senior Fellow (By courtesy), Hoover Institution
Member, Wu Tsai Neurosciences Institute

Program Affiliations

SHIPS (PhD): Economics of Education
SHIPS (PhD): Education Data Science
SHIPS (PhD): Educational Policy
(MA) POLS
(MA) MA/MBA
(MS) EDS

Recent Publications

Dee, T. S. (2023). Where the Kids Went: Nonpublic Schooling and Demographic Change during the Pandemic Exodus from Public Schools. TEACHERS COLLEGE RECORD, 125(6), 119–129.

Dee, T. (2023). Higher Chronic Absenteeism Threatens Academic Recovery from the COVID-19 Pandemic (OSF Preprints). Open Science Framework. Retrieved from https://doi.org/10.31219/osf.io/bfg3p

Dee, T. S., Huffaker, E., Phillips, C., & Sagara, E. (2022). The Revealed Preferences for School Reopening: Evidence From Public-School Disenrollment. AMERICAN EDUCATIONAL RESEARCH JOURNAL.

Thomas S. Dee in the News & Media

The Economist
“Critical race theory” is being weaponised. What’s the fuss about?
Research led by Associate Professor Patricia Bromley shows that American history textbooks remain largely focused on the accomplishments of white men, while research led by Professor Thomas S. Dee shows sustained benefits of a high school ethnic studies course.
July 14, 2022
In several states, teachers get their biggest raise in decades
Professor Thomas S. Dee discusses research on the impact of a program that targeted pay raises to high-performing teachers.
April 14, 2022
The Economist
Ethnic studies lessons benefit low-achieving non-white pupils
Research coauthored by Professor Thomas S. Dee shows the prolonged impact of a ninth-grade ethnic studies course.
October 23, 2021
The Pandemic Exodus: Kindergarten Enrollment Drops
An analysis by The New York Times in conjunction with Stanford University shows that in 33 states, 10,000 local public schools lost at least 20 percent of their kindergartners during the pandemic.
August 7, 2021
Photo of a Black woman's face in a prism-like mirror
February 17, 2021
Research Stories
Examining systemic racism, advancing racial equity
Wired
VCs are pouring money into the wrong education startups
In an op-ed, Professor Thomas S. Dee argues for investing in education technology that differs dramatically from existing platforms.
November 29, 2020
Image of a brain missing a few puzzle pieces
August 24, 2020
Podcast
‘Summer slide’ meets COVID-19
Should 5-Year-Olds Start School This Year?
Waiting to enter kindergarten can have benefits, particularly for children who have trouble self-regulating, says Professor Thomas Dee.
July 23, 2020

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