Skip to content Skip to navigation

Thomas Dee

Thomas S. Dee, Ph.D., is a Professor of Education at Stanford University and a research associate with the programs on education, children, and health at the National Bureau of Economic Research (NBER). Professor Dee is also a co-Editor of the Journal of Policy Analysis and Management. His research focuses largely on the use of quantitative methods (e.g., panel data techniques, instrumental variables, and random assignment) to inform contemporary policy debates. Recent examples include econometric evaluations of incentive and accountability-based reforms and an analysis of recent, stimulus-funded, school-turnaround initiatives.

Social Identity and Achievement Gaps: Evidence from an Affirmation Intervention. Thomas Dee. Journal of Research on Educational Effectiveness, Forthcoming.
Incentives, Selection, and Teacher Performance: Evidence from IMPACT. Thomas Dee, James Wyckoff. Journal of Policy Analysis and Management, 34(2), pp. 267–297. 2015.
Stereotype threat and the student-athlete. Thomas Dee. Economic Inquiry, 52(1), pp. 173-182. 2014.
Do Parental Involvement Laws Deter Risky Teen Sex. Thomas Dee, Silvie Colman, Ted Joyce. Journal of Health Economics, 32(5), pp. 873-880. 2013.
When a nudge isn't enough: Defaults and saving among low-income tax filers. Thomas Dee, Erin Todd Bronchetti, David Huffman, Ellen Magenheim. National Tax Journal, 66(3), pp. 609-634. 2013.
The effects of NCLB on school resources and practices. Thomas Dee, Brian A. Jacob, Nathaniel Schwartz. Educational Evaluation and Policy Analysis, 35(2), pp. 252-279. 2013.
School turnarounds: Evidence from the 2009 stimulus. Thomas Dee. NBER Working Paper No. 17990, 2012.