Chloe Gibbs

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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.

This week’s post focuses on recent research on the role of school closures as a non-pharmaceutical intervention (NPI) in curbing COVID-19 spread, and survey results from educators on how the pandemic has shaped and shifted teaching and learning. School Closures Read More
As the COVID-19 pandemic rages and many government officials and school administrators are making tough decisions about in-person schooling, some new summaries characterize the risk of COVID spread in schools, and new evidence on the early childhood care and education Read More
Emerging research, including new survey evidence, helps to illuminate how students and their families have been affected and are continuing to navigate the challenges of COVID-induced schooling disruptions and changes. The Student Attendance Crisis While the COVID-19 pandemic and its Read More
Resources are important to both (1) effectively shifting instruction to new modes of delivery and (2) redressing learning losses caused by COVID-19 schooling disruptions. First, the “digital divide” due to differential access to technology by family socioeconomic status contributes to Read More
A previous post highlighted efforts to track COVID-19 cases connected to K-12 schools, and now more evidence is available on the role of in-person schooling in community spread. Much of the new research suggests that students in schools are not Read More
Student Engagement During COVID-19  The pandemic presents many challenges for schools in monitoring and measuring student engagement. With new modes of instruction, often mixed within a school and even an individual classroom, capturing student attendance and engagement with instruction, assignments, Read More
COVID-19 and Women’s Employment Friday’s release of U.S. employment data from the Bureau of Labor Statistics included some startling numbers about women’s labor force participation. 865,000 women dropped out of the labor force in September as compared to 216,000 men, Read More
In the past week, the fruits of several efforts to track COVID-19 cases in elementary and secondary schools emerged. More tools to support school administrators in their efforts during these challenging times—through the use of policy-relevant research and evidence—are also Read More
The focus of this week’s post is school leaders’ decisions on the return to in-person schooling, including whether, when, and how to structure the return to school. To inform these conversations, the nation’s health protection agency issued recommendations, a research Read More
Mental Health in the Time of COVID-19 While the public health emergency the led to widespread school shutdowns focused on preserving the physical health of students, their families, and others with whom they came into contact, many are emphasizing the Read More

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