Benjamin W. Domingue

bdomingue
Benjamin W. Domingue
Associate Professor, Graduate School of Education,
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 in education 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
: New Stanford Study Finds Reading Skills Among Young Students Stalled During the Pandemic
: COVID: Stanford Study Shows Pandemic Curtailed Students’ Reading Ability
: Stanford Paper: Pandemic Impacts Reading Fluency Development
: Understanding How Genes Relate to Education
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
IES issued a report on the future of education research at the National Centers for Education Research and Special Education Research. The report identifies issues, details new methods and research investments needed in the future. PACE produced a…
PB_Domingue_Mar21
Changing Patterns of Growth in Oral Reading Fluency During the COVID-19 Pandemic
The COVID-19 pandemic had a significant negative effect on the oral reading fluency (ORF) of US students in grades 2-3 in over 100 school districts, with students falling 30% behind expectations. While there was some recovery in the fall, it was…