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.

Weekly Review: Schools, Students, and COVID-19 – October 12, 2020

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
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Weekly Review: Schools, Students, and COVID-19 – October 5, 2020

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
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Weekly Review: Schools, Students, and COVID-19 – September 28, 2020

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 alsoRead More
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Weekly Review: Schools, Students, and COVID-19 – September 21, 2020

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 researchRead More
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Weekly Review: Schools, Students, and COVID-19 – September 14, 2020

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 theRead More
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Weekly Review: Schools, Students, and COVID-19 – September 8, 2020

Opening Schools Safely As students across the country begin the 2020-21 school year, it looks very different from the start of school in fall 2019. While back-to-school is taking many forms this year – from all virtual, to hybrid, toRead More
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Weekly Review: Schools, Students, and COVID-19 – August 31, 2020

Learning Losses Researchers, policymakers, and school administrators alike are worried about what COVID-19, and its accompanying disruptions to schooling, will mean for children’s learning and development. We know from high-quality studies on hurricane-caused school displacements and even from school closuresRead More
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