Ben York (email@example.com) was a doctoral student at Stanford University, an Institute of Education Sciences (IES) Pre-doctoral Quantitative Education Policy Analysis Fellow and a Karr Fellow. His research focuses on educational policies and programs that provide useful information to educators of young children, broadly defined, in an effort to enhance educational processes and improve child outcomes. For example, Ben recently led a large-scale randomized controlled trial (RCT) of an eight month-long early literacy text messaging intervention for low-income parents of preschoolers. The program had positive effects on parental involvement at home and school, which translated into student learning gains ranging from 0.21 to 0.34 standard deviations. He is currently leading the expansion of the intervention in San Francisco Unified School District (SFUSD) into pre-kindergarten math and kindergarten literacy. Ben has led other large-scale RCTs and he has have an active research program focused on enhancing teachers’ knowledge of individual students’ skills (KISS) through information provision.