is a research scientist at the Center for School and Student Progress at NWEA. Her research interests center around (1) estimating effects of K-12 education policies and programs related to instructional time and learning environments on student achievement and youth development, and (2) understanding the processes involved in promoting positive youth and human development across the lifespan. She uses applied econometrics and causal inference as well as qualitative methodologies to investigate these topics. She conducts much of her research in partnership with schools and districts, with the intention of producing actionable findings that will directly inform policy and practice and serve to reduce inequality. Most notably, her recent work focuses on (1) examining the implementation and effectiveness of academic COVID recovery interventions and (2) estimating impacts of the four-day school week on student outcomes. Emily holds a Ph.D. in Developmental and Psychological Sciences and a Master of Public Policy from Stanford University, where she was an Institute for Educational Sciences doctoral fellow. Prior to her Ph.D., she received her B.A. from Tufts University in Psychology and Child Development.
Emily Morton
