About Chloe Gibbs

Chloe Gibbs, Ph.D., is an assistant professor of economics at the University of Notre Dame where she is also a faculty affiliate of the Institute for Educational Initiatives, the William J. Shaw Center for Children and Families, and the Wilson Sheehan Lab for Economic Opportunities. Professor Gibbs studies the effectiveness of policies and programs outside of the regular school day and year and beyond the traditional classroom to understand how different investments affect children's educational trajectories. Some of her recent projects investigate the impact of Head Start, parenting interventions, virtual summer school in the middle grades, and comprehensive supports for high school students at-risk of dropping out. Her work has been supported by the National Science Foundation and cited by the President's Council of Economic Advisers.

More evidence is emerging on the role of in-person K-12 schooling in COVID-19 community spread. While it is important to interpret these findings in conjunction with other studies on the contribution of schooling mode to COVID-19 health metrics in and Read More
This week, two new studies focus on COVID-19 spread in and around schools, new polling results provide updates on parent perspectives on schooling, and research coalesces around a few promising approaches to learning recovery. Mitigation Measures and In-Person Schooling A Read More
This week, the focus is on remediating student learning setbacks due to the COVID-19 pandemic, especially in light of states’ planning for use of American Rescue Plan funding for schools. In addition, the CDC updated guidance on safely operating summer Read More
Data is continually emerging on how students are faring academically as the COVID-19 pandemic continues. From the near-universal school closures in March 2020 through widespread disruptions and shifting instructional modes throughout the 2020–21 school year, students’ educational progress has been Read More
This week’s summary focuses on indoor air quality as a critical part of reducing within-school and within-classroom virus transmission risk. A recent piece in JAMA discusses COVID-19 transmission reduction in terms of source controls, such as masking and distancing, and Read More
This week’s summary highlights a few burning questions that have persisted throughout the pandemic – how COVID-19 has affected (1) employment, especially that of parents of school-age children, (2) students’ mental health and wellbeing, and (3) college life. How is Read More
In February, the U.S. Department of Education (ED) announced the first systematic effort to collect nationally representative data on the status of school reopening and instructional modes across the country. Last week, the first results were released with data from Read More
This week, the CDC issued revised guidance for schools on safe, in-person operation. The main change is a reduction in the physical distancing recommendations from at least 6 feet of space between students in classrooms to at least 3 feet, Read More
Last week, Congress passed, and President Biden signed into law, the American Rescue Plan Act. The legislation has pronounced implications for schools and students with substantial dollars targeted to K-12 education and higher education, funding to support the childcare industry, Read More
One major impediment to research on the relationship between K-12 schooling modes and COVID-19 health metrics—and to better understanding the effects of schooling modes on many outcomes of interest—is the lack of comprehensive, detailed data on school operations and policies. Read More

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