Emily Morton is a doctoral student at the Stanford Graduate School of Education and an Institute for Educational Sciences (IES) fellow. She is simultaneously pursuing a Master’s in Public Policy (MPP). Emily’s research focuses on K-12 and higher education policy with an emphasis on examining the effects of different learning environments on youth development. She uses applied econometrics and causal inference as well as qualitative methodologies to investigate these topics. Her current work includes exploring the academic and health consequences of changing to a four-day school week in Oklahoma (longitudinal district-level data from Oklahoma Department of Education and the National Center for Educational Statistics Common Core of Data). Before coming to Stanford, Emily received her bachelor’s degree from Tufts University with a double-major in Psychology and Child Development.