Christopher Joseph Doss

Photo of Christopher Doss
Associate Policy Researcher
Washington Office

Education

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

Overview

Christopher Doss (he/him/his) 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, K-12 accountability policies, and alternative teacher and principal preparation programs. He has also fielded research on how text-messaging technology can help parents support the academic growth of their children at home.

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. Doss received his Ph.D. in economics of education from Stanford University.

Selected Publications

Christopher Doss, Erin M. Fahle, Susanna Loeb, Benjamin York, "More Than Just a Nudge: Supporting Kindergarten Parents with Personalized and Differentiated Text Messages," Journal of Human Resources (forthcoming)

Benjamin York, Susanna Loeb, Christopher Doss, "One Step at a Time: The Effects of an Early Literacy Text Messaging Program for Parents of Preschoolers," Journal of Human Resources (forthcoming)

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

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

Gabriella Gonzalez, Christopher Doss, Julia Kaufman, and Robert Bozick, Supporting middle-skills STEM workforce development: Analysis of workforce skills in demand and education institutions' curricular offerings in the oil and gas sector, RAND (RR-2899-NSF), 2019

Christopher Doss, Goke Akinniranye, Are educators setting goals for social-emotional learning? Evidence from nationally representative surveys, RAND (RR-2575z2-BMGF), 2019

William R. Johnston, Goke Akinniranye, Christopher Doss, How much influence do teachers have in their schools? It depends on whom you ask., RAND (RR-2575z1-BMGF), 2019

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

Commentary

  • Children looking down at the camera, photo by FatCamera/Getty Images

    Back to School Means Back to SEL for America's Teachers and Principals

    Schools are increasingly adopting programs and practices to build social and emotional learning (SEL) skills. Policymakers can benefit from understanding the educator perspective: how they feel about SEL, what they're doing to promote it, and what resources they need.

    Sep 4, 2019 CASEL Measuring SEL Blog

Publications