262:, Dee finds that assignment of students to a teacher of their own ethnicity significantly increased both black and white students' achievements in mathematics and reading. Vice versa, Dee has also studied how demographic similarity between students and teachers influences teachers' subjective evaluations of student behavior and performance and found students' racial, ethnic and gender characteristics to substantially colour teachers' perceptions of student performance. However, the former two effects mainly appear in conjunction with students coming from poor family backgrounds or living in the
298:(MLDA) from 18 to 21 having reduced the numbers of teen smokers by 3-5% and higher cigarette taxes having lowered the prevalence of teen drinking. However, while teens facing a lower MLDA were substantially more likely to drink, the raise in the MLDA had no significant effect on educational attainment. Further research on the impact of macroeconomic conditions on alcohol abuse by Dee finds binge drinking to be strongly countercyclical, even among those who remain employed during the crisis. Finally, Dee, David Grabowski and Michael Morrisey investigated the impact of the introduction of
282:(NCLB) - and its emphasis on test-based school accountability - on students, teachers, and schools. In particular, Dee and Jacob find that NCLB improved the math achievements of younger students, especially from disadvantaged backgrounds, but failed to do so with regard to reading, raised school district expenditure, in particular on teacher compensation, and improved the quality of teachers, and resulted in a shift of teaching time towards math and reading as tested subjects.
294:, e.g. teenage smoking and drinking, sexual activity, and traffic accidents. Analysing how teen drinking and youth traffic fatalities respond to beer taxes, Dee finds that - while results vary substantially between U.S. states - beer taxes are generally ineffective in reducing teen drinking and associated traffic fatalities. In another study on teen drinking, Dee finds teen drinking and smoking to be complementary behaviours, with the increase in minimum
225:'s Career Ladder Evaluation System, which rewarded teachers who increased student achievement, together with Benjamin J. Keys, he finds that the test scores in mathematics of students assigned to career-ladder teachers were 3 percentile points higher than otherwise, but that such an assignment had no significant impact on reading scores. By contrast, his evaluation of IMPACT, the high-powered teacher-evaluation system introduced by
266:, which provides a strong argument for the recruitment of teachers from underrepresented minorities. This research is complemented by Dee's study of the impact of being taught by a teacher of the same gender, which he finds to significantly improve the achievements of both male and female students as well as teachers' perceptions of student performance and engagement.
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finds that dismissal threats increased the voluntary attrition of low-performing teachers and improved the performance of remaining teachers, while financial incentives were effective in further improving the performance of high-performing teachers. Additionally, Dee has pioneered research on the
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Throughout his academic career, Dee has studied many topics related to education and education policy, e.g. competition between private and public schools, returns to education, and teacher incentives. Analysing the relationship between public school quality and the effect of competition from
302:(GDL) on teen traffic fatalities and find that GDL regulations reduced fatalities among 15- to 17-year-olds by at least 5.6% over 1992–2002 and didn't increase fatality risks for older teens once they didn't face GDL restrictions anymore.
110:(1997–99) and later also at Swarthmore College (1999–2005). There, he was promoted in 2005 to the position of associate professor and given the direction of the college's public policy programme. In 2010, Dee moved to the
209:, Dee finds that competition from the latter has a significant positive impact on the graduation rates of neighbouring public high schools. Investigating the existence of returns to education in the form of
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as professor of education in 2012. From 2015 to 2018, Dee directed the
Stanford Center for Education Policy Analysis (CEPA) and served as Associate Dean for Faculty Affairs at the
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and newspaper readership (a measure of civic knowledge). With regard to the effectiveness of teacher incentives, Dee finds mixed evidence. In his evaluation of
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192:. Earlier research has also focused on youth health, e.g. teenage traffic accidents and youth health behaviors such as smoking and drinking. According to
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as research professor of education and professor of public policy and economics (2010–12), before further moving to
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Analysing the impact on students' school achievement of being taught by a teacher of the same ethnic group in
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836:"Alcohol abuse and economic conditions: Evidence from repeated cross-sections of individual-level data"
805:"Teen Drinking and Educational Attainment: Evidence from Two-Sample Instrumental Variables Estimates"
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Profile of Thomas Dee at the
Stanford Center for Education Policy Analysis. Retrieved March 20, 2018.
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in 1994 and 1997. After his graduation, Dee worked as an assistant professor of economics at the
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impact of demographic similarity between students and teachers as well as on the impact of
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Thomas Dee's current research interests mostly revolve around education, including the
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Webpage of Thomas Dee on the website of
Stanford University. Retrieved March 20, 2018.
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Curriculum vitae of Thomas S. Dee (Status: March 2016). Retrieved March 20, 2018.
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Curriculum vitae of Thomas S. Dee (Status: March 2016). Retrieved March 20, 2018.
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196:, Thomas Dee belongs to the top 3% of economists as ranked by their research.
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The other main area besides education on which Dee has conducted research is
449:"Does merit pay reward good teachers? Evidence from a randomized experiment"
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Ranking of economists registered on IDEAS/RePEc. Retrieved March 20, 2018.
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and attitudes, Dee argues that educational attainment strongly increases
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154:. In terms of editorial duties, Dee sits on the editorial boards of the
644:"The Impact of No Child Left Behind on Students, Teachers, and Schools"
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480:"Incentives, Selection, and Teacher Performance: Evidence from IMPACT"
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142:, and the China Center for Human Capital and Labor Market Research at
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511:"Teachers, Race, and Student Achievement in a Randomized Experiment"
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Dee, Thomas S.; Grabowski, David C.; Morrisey, Michael A. (2005).
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The impact of demographic similarity between teachers and students
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735:"State alcohol policies, teen drinking and traffic fatalities"
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Dee, Thomas S.; Jacob, Brian; Schwartz, Nathaniel L. (2013).
542:"A Teacher Like Me: Does Race, Ethnicity, or Gender Matter?"
663:"The impact of no Child Left Behind on student achievement"
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915:
278:, Thomas Dee has extensively researched the impact of the
875:"Graduated driver licensing and teen traffic fatalities"
341:
Profile of Thomas Dee at NBER. Retrieved March 20, 2018.
704:"The Effects of NCLB on School Resources and Practices"
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573:"Teachers and the Gender Gaps in Student Achievement"
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766:"The complementarity of teen smoking and drinking"
387:"Competition and the quality of public schools"
146:. Furthermore, he has been affiliated with the
128:Stanford Institute for Economic Policy Research
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286:Research on youth health and youth behaviour
148:Association for Education Finance and Policy
144:Central University of Finance and Economics
803:Dee, Thomas S.; Evans, William N. (2003).
708:Educational Evaluation and Policy Analysis
447:Dee, Thomas S.; Keys, Benjamin J. (2004).
169:Educational Evaluation and Policy Analysis
136:Danish National Center for Social Research
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667:Journal of Policy Analysis and Management
484:Journal of Policy Analysis and Management
453:Journal of Policy Analysis and Management
157:Journal of Policy Analysis and Management
642:Dee, Thomas S.; Jacob, Brian A. (2010).
478:Dee, Thomas S.; Wyckoff, James (2015).
418:"Are there civic returns to education?"
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515:The Review of Economics and Statistics
242:, the flagship education programme of
661:Dee, Thomas S.; Jacob, Brian (2011).
648:Brookings Papers on Economic Activity
188:, school finance, school reform, and
184:, the analysis and implementation of
120:Stanford Graduate School of Education
64:Barnett Family Professor of Education
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961:University System of Maryland alumni
124:National Bureau of Economic Research
270:The impact of No Child Left Behind
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931:21st-century American economists
916:Webpage of Thomas Dee on GitHub
152:Institute of Education Sciences
108:Georgia Institute of Technology
891:10.1016/j.jhealeco.2004.09.013
19:For the Utah businessman, see
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782:10.1016/S0167-6296(99)00018-1
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434:10.1016/j.jpubeco.2003.11.002
403:10.1016/S0272-7757(97)00040-X
391:Economics of Education Review
140:American Enterprise Institute
86:in economics with a focus on
166:and has sat on the board of
70:, where he also directs the
951:Stanford University faculty
879:Journal of Health Economics
770:Journal of Health Economics
739:Journal of Public Economics
422:Journal of Public Economics
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941:American health economists
809:Journal of Labor Economics
577:Journal of Human Resources
558:10.1257/000282805774670446
527:10.1162/003465304323023750
300:graduated driver licensing
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956:Swarthmore College alumni
720:10.3102/0162373712467080
546:American Economic Review
280:No Child Left Behind Act
94:in 1990, followed by an
48:https://dee.stanford.edu
834:Dee, Thomas S. (2001).
764:Dee, Thomas S. (1999).
733:Dee, Thomas S. (1999).
571:Dee, Thomas S. (2007).
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385:Dee, Thomas S. (1998).
589:10.3368/jhr.XLII.3.528
182:economics of education
163:Educational Researcher
112:University of Virginia
104:University of Maryland
102:in economics from the
200:Research on education
936:Education economists
604:"The Why Chromosome"
240:No Child Left Behind
82:Thomas Dee earned a
650:. pp. 149–207.
617:(4). Archived from
602:Dee, T. S. (2006).
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296:legal drinking ages
215:voter participation
190:high-stakes testing
116:Stanford University
68:Stanford University
21:Thomas Duncombe Dee
16:American economist
186:educational policy
92:Swarthmore College
39:American economist
679:10.1002/pam.20586
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465:10.1002/pam.20022
233:, conducted with
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306:References
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176:Research
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