Hans Fricke

Hans Fricke
Hans Fricke
Economist,
Amazon

Hans Fricke is an economist at Amazon. He is a research fellow at the Global Labor Organization and a research affiliate at the IZA Institute of Labor Economics. He is also a volunteer data scientist at DataKind. His research focuses on the economics of education, education policy, behavioral interventions in education, and causal analysis. He was previously director of quantitative research for the CORE-PACE Research Partnership at Policy Analysis for California Education (PACE) and director of research at CepaLabs. He was a visiting student researcher and research assistant at the Stanford Graduate School of Education and was a research assistant at the University of St. Gallen and the Institute for Employment and Labor Market Research in Germany. Fricke earned his MA in international economics from Friedrich-Alexander University Erlangen-Nuremberg and a PhD in economics and finance from the University of St. Gallen.

updated 2025

Contributing topics
Access, quality & alignment in early childhood education
Educational governance & policy
Supporting students’ social-emotional, mental & physical health
Contributing initiatives
CORE-PACE Research Partnership
COVID-19 Recovery
Hans Fricke in the Media
: Can We Measure Classroom Supports for Social-Emotional Learning?
: Elevating Student Voice in Education
: There’s Value But Also Limitations to Students’ Grading Their Own Interpersonal Skills
: More Isn't Always Better in Texting Preschool Parents
Publications by Hans Fricke
Brief
What Do Changes in Social-Emotional Learning Tell Us About Changes in Academic and Behavioral Outcomes?
This study used data from California CORE Districts to explore whether changes in students' self-reported social-emotional learning (SEL) predicted changes in academic outcomes and attendance. The findings revealed that within-student changes in SEL…
Trends in Student Social-Emotional Learning: Evidence From the First Large-Scale Panel Student Survey
Trends in Student Social-Emotional Learning
Evidence From the First Large-Scale Panel Student Survey
Self-report surveys are used to track students’ social-emotional development. This large-scale panel survey reveals that self-efficacy, social awareness, and self-management decrease after Grade 6, except for growth mindset. Female students report…
Can We Measure Classroom Supports for Social-Emotional Learning?
This study uses value-added models to explore whether social-emotional learning (SEL) surveys can measure effective classroom-level supports for SEL. Results show that classrooms differ in their effect on students' growth in self-reported SEL,…
Measuring School Contributions to Growth in Social-Emotional Learning
This report examines the stability of school effects on social-emotional learning (SEL) over two years in California's CORE districts. The correlations among school effects in the same grades across different years are positive but lower than those…