Benjamin W. Domingue

bdomingue
Benjamin W. Domingue
Associate Professor,
Stanford University

Ben Domingue is an associate professor at the Stanford Graduate School of Education. He is also a faculty director at Policy Analysis for California Education (PACE). Domingue is interested in how student outcomes are leveraged to inform understanding of student learning, teacher performance, and the efficacy of other programs. He has a particular interest in the technical issues that make it challenging to draw simple inferences from student outcomes. When not analyzing item response data, he explores the implications for social science of the sudden increase in our capacity to measure human DNA and how this new data may change our understanding of human behavior. Domingue received his PhD from the University of Colorado Boulder.

updated 2021

Contributing topics
College access & postsecondary success
Educational governance & policy
Supporting students’ social-emotional, mental & physical health
Understanding, measuring & improving student outcomes
Contributing initiatives
CORE-PACE Research Partnership
COVID-19 Recovery
Benjamin W. Domingue in the Media
: The Season for Reading
: Reading Scores Slip During Pandemic for Ohio's Youngest Students
: What Do Students’ Beliefs About God Have to Do with Grades and Going to College?
: Jacobs Foundation Welcomes PACE Faculty Director Ben Domingue as New Jacobs Research Fellow
: Learning to Read in the Time of COVID
Publications by Benjamin W. Domingue
In 2002 Congress passed the Education Sciences Reform Act of 2002 (ESRA), authorizing the creation of the Institute of Education Sciences (IES) as the research, evaluation, statistics, and assessment arm of the Department of Education, and crystallizing the federal government's commitment to providing national leadership in expanding fundamental knowledge and understanding of education from early childhood through postsecondary study. IES shares information on the condition and progress of education in the
The Impact of the COVID-19 Pandemic on Students and Educational Systems
Critical Actions for Recovery and the Role of Research in the Years Ahead
The Institute of Education Sciences (IES) recently issued a report providing guidance on the future of education research at the National Center for Education Research and the National Center for Special Education Research, two centers directed by…
PB_Domingue_Mar21
Changing Patterns of Growth in Oral Reading Fluency During the COVID-19 Pandemic
We use data from oral reading fluency (ORF) assessments to examine COVID-19’s effects on children’s ORF in over 100 U.S. school districts. Students’ development of ORF largely stopped in spring 2020 following the onset of the COVID-19 pandemic. In…