Oded Gurantz is an Institute of Education Sciences Fellow in the Stanford Graduate School of Education. He will complete his Ph.D. in Educational Policy in 2017, after earning an M.S. in Applied Economics and Finance from the University of California, Santa Cruz and a B.A. in Mathematics from the University of California, Berkeley. His research focuses on gaps in college enrollment and completion between students from historically underserved groups and their more privileged peers, and has been published in the Journal of Policy Analysis and Management and The Journal of Higher Education. With a background in economics and education policy, he investigates these issues using quantitative research methods, with a focus on quasi-experimental and experimental designs. Each of his dissertation papers evaluates a distinct method of structuring financial incentives to promote educational outcomes for students from low-income families. The first paper examines the long-term impacts of merit aid on adult outcomes, using a regression discontinuity design to test whether these programs meet their theorized goals of inducing high-performing students to complete school and reside in-state. His second paper analyzes a generous financial aid program that provides tuition and cash subsidies directly to older, “non-traditional” students who have not yet earned a bachelor degree. This study is the first to estimate the causal effect of a large, state-level program that offers aid for non-traditional students, an understudied population. The third paper uses a difference-in-difference design to show that financial lotteries – in this case, cash scholarships promised to one lucky student – are as a cost effective way to convince students to participate in challenging short-term tasks that have significant long-term benefits. A key component of Oded’s research agenda is the development of long-term, collaborative partnerships with educational and government agencies. This approach helps his findings address not just theoretical questions in the literature, but ensures that the results are relevant to current public policy debates and well-positioned to lead to actionable change.
Research interests: Education Policy, Economics of Education, Higher Education
Ph.D. in Educational Policy, Stanford University, 2017
M.S. in Applied Economics and Finance, University of California, Santa Cruz, 2006
B.A. in Mathematics, University of California, Berkeley, 1998
Center for Education Policy Analysis Stanford University
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