Scott Latham

Scott Latham is an IES Postdoctoral Fellow in the Center for Education Policy Analysis. Scott received a Master of Public Policy (2013) and a Ph.D. in Education Policy (2016) both from the University of Virginia. He received a B.A. in Psychology from Lafayette College in 2010. He is interested in issues of racial/ethnic and socioeconomic inequality, and particularly in issues of quality and access in the early childhood setting. Scott’s previous work leverages national data to document large changes over the past two decades both in children’s skills at kindergarten entry and in their kindergarten classroom experience. His current work investigates the effects of statewide accountability policies in early childhood education.

Recent Publications

The effects of accountability incentives in early childhood education. Daphna Bassok, Thomas Dee, Scott Latham

Kids today: The rise in children’s academic skills at kindergarten entry. Daphna Bassok, Scott Latham. (2017). Educational Researcher

Is kindergarten the new first grade? Daphna Bassok, Scott Latham, Anna Rorem. (2016). AERA Open

Faculty advisors: Sean Reardon, Thomas Dee

Research interests: Education policy; Early childhood policy; Causal methods

Ph.D. Education Policy, University of Virginia (2017)
Master of Public Policy, University of Virginia (2013)
B.A. Psychology, Lafayette College (2010)

Contact Info:
Stanford University - Center for Education Policy Analysis
520 Galvez Mall, Office 421
Stanford, CA 94305