Christopher Joseph Doss

Photo of Christopher Doss
Associate Policy Researcher
Washington Office


Ph.D. in economics of education, Stanford University; M.A. in economics, Stanford University; M.Ed. in teaching at the secondary level, Harvard University; B.S. in chemistry, Brown University


Christopher Doss is a quantitative researcher at the RAND Corporation who specializes in fielding causal and descriptive studies in education. His past research has focused on evaluations of early childhood education policies, evaluations of K-12 accountability policies, using texting as a way to help parents support the academic growth of their children at home, and the effects of class size in online college classes.

Though he is broadly interested in early childhood education, educational technologies, and the intersection of the two, he is also interested in answering questions at all levels of education through rigorous quantitative research.

Prior to entering research, Doss was a high school physics teacher and school leader. His experiences in schools provide a unique perspective that continues to inform his current work.

Selected Publications

Eric Bettinger, Christopher Doss, Susanna Loeb, Aaron Rogers, and Eric Taylor, "The Effects of Class Size on Online College Courses: Experimental Evidence," Economics of Education Review, 88(5), 2017

Christopher Doss, "How Much Regulation? A Fuzzy Regression Discontinuity Analysis of Student Literacy Skills in Prekindergarten vs. Transitional Kindergarten," Education Finance and Policy (forthcoming)

Jason Grissom, Susanna Loeb, Christopher Doss "The Multiple Dimensions of Teacher Quality: Does Value-Added Capture Teachers' Non-Achievement Contribution to Their Schools?" in Jason Grisson and Peter Youngs, The Impacts and Challenges of Implementing Rigorous Teacher Evaluation Systems, Teacher's College Press, 2016