Kevin Gee

Kevin Gee
Kevin Gee
Associate Professor,
University of California, Davis

Kevin Gee is an associate professor at the UC Davis School of Education and a faculty research affiliate with UC Davis’s Center for Poverty Research. He is a recipient of a 2015 National Academy of Education/Spencer Postdoctoral Fellowship; a 2014 Young Scholars Program award from the Foundation for Child Development; and a 2015–16 Hellman Fellowship from UC Davis. His primary research focuses on the role that schooling systems can play in influencing the health and well-being of children. Gee has expertise in conducting large-scale evaluations of educational policies and programs using experimental and quasi-experimental designs. He received his PhD in quantitative policy analysis in education from Harvard Graduate School of Education.

updated 2020

Contributing topics
College access & postsecondary success
Continuous school improvement & support
Educational governance & policy
Educator workforce & effectiveness
Supporting students’ social-emotional, mental & physical health
Understanding, measuring & improving student outcomes
Contributing initiatives
CORE-PACE Research Partnership
COVID-19 Recovery
Commentary by Kevin Gee
: Chronic Absenteeism Post-Pandemic
Kevin Gee in the Media
: Some Students Are Less Likely to Have Absences Excused. Why That Matters for Sc…
: Researchers Examine Impact of COVID-19 on Education
: Winds of Change: The Pandemic Took a Substantial Toll on Education
: Study Finds Pandemic Induces Chronic Absences from School
: English Learners Disproportionately Missing from School During Pandemic
Publications by Kevin Gee
Disparities in Unexcused Absences Across California Schools
Disparities in Unexcused Absences Across California Schools
Finding effective ways to improve school attendance is more important than ever given the dramatic increases in chronic absence nationwide and in California. This report presents a compelling case for using data about unexcused absences to advance a…
Brief Cover
Multi-Tiered System of Supports to Address Childhood Trauma
Evidence and Implications
When California’s students return to school this fall, schools can play a pivotal role in preventing, assessing, and addressing trauma in order to support students’ well-being. We summarize the existing evidence base on multi-tiered trauma-informed…
PB Cottingham July 2020
Supporting Learning in the COVID-19 Context
Research to Guide Distance and Blended Instruction
Though the delivery of instruction in the 2020–21 school year will be altered to mitigate the spread of COVID-19, a long-standing research base on high-quality instruction can inform decisions about students’ learning and engagement. The following…
Policy Brief Gee February 2020
Students with Disabilities in the CORE Districts
Characteristics, Outcomes, and Transitions
In this brief, we leverage data from eight school districts, known as the CORE districts, to describe students with disabilities (SWDs) by their characteristics, outcomes, and transitions into and out of special education. We found that the most…