Christopher Doss


Christopher Doss is a doctoral candidate at the Stanford School of Education and the Center for Education Policy Analysis. He is a recipient of the Stanford Graduate Fellowship and the Institute of Education Sciences Doctoral Training Fellowship. He is expected to complete his Ph.D. in Education in June 2017. He also earned a Master's in Economics from Stanford University in 2016, a Master's in Education from the Harvard Graduate School of Education in 2008, and a Bachelor's Degree with Honors in Chemistry from Brown University in 2003. Christopher's research uses advanced econometric techniques to identify the effects of education policies and interventions in early childhood education and the broader K-16 area. His dissertation includes three causal evaluations of early childhood policies and interventions. His first two papers evaluate the effects of a new state-wide prekindergarten program in California called Transitional Kindergarten. In his first paper he leverages a regression discontinuity approach to estimate the literacy benefits the program imparts to students in the San Francisco Unified School District when compared to children who attended universal prekindergarten in San Francisco. In his second paper he leverages a change in cohort composition caused by the program, a 10-year panel of data, and a differences-in-difference strategy to estimate the effects of a change in relative age on the language development in English Language Learners. His last dissertation paper is a randomized control trial that measures the added benefit of personalizing and differentiating a text-messaging program designed to encourage parent-child academic interactions at home for kindergarteners. Christopher's work has led to opportunities to engage in research with educational technology companies that provide instructional support for math teachers. Prior to his time at Stanford, Christopher was a high school physics teacher for seven years. His experiences in the classroom inform his research interests and pedagogical practices at the university level.

Recent Publications

Faculty advisor: Susanna Loeb

Research interests: Causal Inference, Early Childhood Education, K-16 Education, Education Policy, Economics of Education

Education:
Ph.D. Education, June 2017 (expected), Stanford University
M.A. Economics, March 2016, Stanford University
M.Ed, May 2008, Harvard University
B.S. Chemistry, 2003, Brown University


Contact Info:
Center for Education Policy Analysis Stanford University
520 Galvez Mall
Office 507
Stanford, CA 94305
cdoss@stanford.edu

Programs and projects: