Education Policy Seminar Series - Spring 2013

A Matter of Time? The Impact of Statewide Full-day Kindergarten Policy Expansion on Later Literacy Skills

Chloe Gibbs, Professor of Public Policy and Education, University of Virginia
January 28, 2013, 12:00-1:30
Holloway Hall, 1st Floor Bavaro Hall

Her research focuses on education policy and specifically the effects of early childhood interventions and programming.  Her dissertation work, which explores the impact of full-day kindergarten using innovative experimental and quasi-experimental methods, has received attention from scholars and policymakers interested in cost-effective ways to intervene early in children’s lives.  Dr. Gibbs is also investigating patterns of fade out across studies of Head Start program impact to better understand short- and long-term effects of early childhood interventions.  Prior to completing her Ph.D., she worked as a researcher at the American Institutes for Research and the Academy for Educational Development.

Jake Vigdor.jpgThe Impact of No Child Left Behind’s Accountability Sanctions on School Performance: Regression Discontinuity Evidence from North Carolina, joint with Tom Ahn, University of Kentucky

Jake Vigdor, Professor of Public Policy and Economics, Duke University
February 11, 2013, 12:00-1:30
Seminar Room, Garrett Hall

Jacob Vigdor is a professor of public policy and economics at Duke University, a research associate at the National Bureau of Economic Research, adjunct fellow at the Manhattan Institute for Policy Research, and external fellow at the Centre for Research and Analysis of Migration. He received a BS in policy analysis from Cornell University in 1994 and a PhD in Economics from Harvard University in 1999.

His research interests are in the broad areas of education policy, housing policy, immigration policy and political economy. Within those areas, he has published numerous scholarly articles on the topics of residential segregation, immigrant assimilation, housing affordability, the consequences of gentrification, the determinants of student achievement in elementary and secondary school, the causes and consequences of delinquent behavior among adolescents, teacher turnover, civic participation and voting patterns, and racial inequality in the labor market. These articles have been published in outlets such as The Journal of Political Economy, The Review of Economics and Statistics, The Journal of Public Economics, The Journal of Human Resources, and The Journal of Policy Analysis and Management. 

Daniel Willingham_Color.jpgMissed Opportunities in the Labor Market or Temporary Disruptions?  How Late Teacher Hiring Affects Student Achievement

John Papay, Professor of Education and Economics, Brown University
February 18, 2013, 12:00-1:30
Holloway Hall, 1st Floor Bavaro Hall

John Papay is an assistant professor of education and economics at Brown University. His research focuses on teacher policy, the economics of education, and teacher labor markets. He has published on teacher value-added models, teacher evaluation, teacher preparation programs, teacher compensation, high-stakes testing, and quantitative program evaluation methodology. He recently co-authored “Redesigning Teacher Pay: A System for the Next Generation of Educators” with Susan Moore Johnson. His current research focuses on teacher development throughout the career and the role of the school context in teachers’ work. He is a research affiliate with the Project on the Next Generation of Teachers at Harvard University. A former high school history teacher, he earned his doctorate in quantitative policy analysis from the Harvard Graduate School of Education.

Magnuson.jpgThe Determinants and Effects of College Mismatch

Jeffrey Smith, Professor of  Economics, University of Michigan
March 18, 2013, 12:00-1:30
Location: TBD


pianta_bob.JPGWhere Health Policy meets Education Policy: School-based Health Centers in New York City

Randall Reback, Professor of Economics and Urban Studies, Barnard College
March 25, 2013, 12:00-1:30
Seminar Room, Garrett Hall

Randall Reback is an Associate Professor of Economics and Urban Studies at Barnard College and a Faculty Research Fellow at Columbia University’s Institute for Social and Economic Policy Research.  He also holds a courtesy appointment at Teachers College and is a faculty member at the Columbia Population Research Center.  Professor Reback's research focuses on the economics of education, especially as it relates to domestic elementary and secondary school policies.  He has published research articles concerning school accountability programs, inter-district school choice policies, teacher labor markets, and schools’ mental health services.  He received his Ph.D. in Economics from the University of Michigan and a B.A. in Economics and M.A. in Education Research from Stanford University.  Prior to graduate school, Professor Reback taught 5th grade in the Ravenswood School District in East Palo Alto, California.

RJM_friendly_photo.jpgHow School Principals Influence Student Learning with Justin Smith

Elizabeth Dhuey, Professor of Economics, University of Toronto
April 8, 2013, 12:00-1:30
Holloway Hall, 1st Floor Bavaro Hall

Elizabeth Dhuey is an assistant professor of economics at the University of Toronto. She holds appointments at the Department of Management and the Centre for Industrial Relations and Human Resources. Elizabeth received her B.A. from the University of Colorado, Boulder in 1999. She received her M.A (2002) and PhD (2007) in economics from the University of California, Santa Barbara.

Elizabeth’s research focuses on the economics of education. In particular, she has written articles on the effect of age at school entry on later academic and labor market outcomes. In addition, she has researched the effect of fiscal incentives in state funding formulas on special education identification and placements. Her current research focuses on the effects of school principals on student achievement. Her research has been published in top economics and education journals such as the Quarterly Journal of Economics, Journal of Human Resources, Education Finance and Policy, Educational Evaluation and Policy Analysis, and the Economics of Education Review. It also has been cited by the popular press, including The New York Times, in the book Outliers by Malcolm Gladwell and on 60 Minutes.

vivian-wong-profile.jpgIs Kindergarten the New First Grade? The Changing Nature of Kindergarten in the Age of Accountability

Daphna Bassok, Assistant Professor, University of Virginia
April 22, 2013, 12:00-1:30
Holloway Hall, 1st Floor Bavaro Hall

Daphna Bassok, an Assistant Professor at the University of Virginia’s Education Policy program, does research aimed at understanding how early childhood education policy can be used to narrow achievement gaps.  Her work is the nucleus of one of UVA’s growing Education Policy groups.  In addition, Bassok provides valuable mentorship and leadership for the development of the new program, helping to train students from different backgrounds in preparation for a variety of education policy careers.  Her current research agenda includes work on the effects of pre-kindergarten on educational outcomes, the early childhood teacher labor force, the “academicization” of kindergarten, and the effects of universal pre-kindergarten on the private child care sector.

After graduating college with a degree in economics and history, she completed a PhD in the Economics of Education from Stanford University before coming to UVA in 2009.


Additional Content

Contact Us:

Olsson Hall 238
PO Box 400879
Charlottesville, VA 22904

Leslie M. Booren
Managing Director
[email protected]


Past Speakers

Fall 2010

Spring 2011

Fall 2011

Spring 2012

Fall 2012