Elise Dizon-Ross

Elise Dizon-Ross

Elise Dizon-Ross is a Ph.D. candidate in Economics of Education at the Stanford Graduate School of Education. She is a NAEd/Spencer Dissertation Fellow, an Institute of Education Sciences (IES) Predoctoral Fellow, and a recipient of the Stanford Graduate Fellowship. She holds an M.A. and a B.A. in Economics from Stanford University and an M.P.P. from the Goldman School of Public Policy at U.C. Berkeley.

Her research uses quantitative methods to study the impacts of economic inequality and educational and social policies on student outcomes and the education sector. She is particularly interested in examining the intersection of local economic inequality and gaps in educational opportunities for disadvantaged communities. Her current projects investigate the effects of housing and regional affordability on students, teachers, and schools, using a combination of national-level data and data from local research partnerships.

Elise’s teaching experience includes working as a TA and tutor to graduate students in quantitative descriptive and causal analysis and introductory econometrics. Prior to beginning her doctoral studies, Elise worked with multiple nonprofit and public sector organizations to increase educational opportunities for students, focusing on areas such as chronic absenteeism, out-of-school-time learning, and the implementation of transitional kindergarten.

Selected Honors:
2019 NAEd/Spencer Dissertation Fellowship; Stanford Graduate Fellowship in Science & Engineering; Institute of Education Sciences Predoctoral Fellowship

Job Market Paper:
Neighborhood Development and School Diversity: Evidence from Federal Low-Income Housing Tax Credits

Recent publications: 

Dee, T. S. and Dizon-Ross, E. (2019). School Performance, Accountability, and Waiver Reforms: Evidence from Louisiana. Educational Evaluation and Policy Analysis, 41(3), 316-349. (link: https://journals.sagepub.com/doi/abs/10.3102/0162373719849944)

Dizon-Ross, E., Loeb, S., Penner, E., and Rochmes, J. (2019). Stress in Boom Times: Understanding Teachers’ Financial Anxiety in a High Cost Urban District. AERA Open, 5(4), 1-20. (link: https://journals.sagepub.com/doi/pdf/10.1177/2332858419879439)

*Media coverage: Brookings Institute, EducationNext, Education Week

Programs and projects:

Dissertation committee: 

Thomas Dee, Sean Reardon, Susanna Loeb (Brown University)

Research interests: 
Education policy, K-12 education, economic inequality and education, social policy and education, housing and neighborhood contexts

Ph.D. in Economics of Education, Stanford University (expected 2020)
M.A. in Economics, Stanford University (2018)
M.P.P., UC Berkeley Goldman School of Public Policy (2011)
B.A. in Economics, Stanford University (2007)

Contact info: 

Center for Education Policy Analysis at Stanford University
520 Galvez Mall, Stanford, CA 94305