Christopher Doss is a quantitative researcher specializing in fielding causal and descriptive studies in education. His past research has focused on evaluations of early childhood education policies, evaluations of K–12 accountability policies, using texting as a way to help parents support the academic growth of their children at home, and the effects of class size in online college classes. Though he is broadly interested in early childhood education, educational technologies, and the intersection of the two, he is also interested in answering questions at all levels of education through rigorous quantitative research. Prior to entering research, Doss was a high school physics teacher. He has a Ph.D. in economics of education from Stanford University.