Kevin Gee

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

Kevin Gee is an associate professor in the School of Education at the University of California, Davis, and a faculty research affiliate with the University's Center for Poverty Research. He is a recipient of the 2015 National Academy of Education/Spencer Postdoctoral Fellowship, a 2014 Young Scholars Program award from the Foundation for Child Development, and a 2015-6 UC Davis Hellman Fellowship. His primary research agenda focuses on the nexus between health and education. He examines the role that schooling systems can play in influencing the health and well-being of children. Dr. Gee also has expertise in conducting large-scale evaluations of educational policies and programs using experimental and quasi-experimental designs. He received a Ph.D. in quantitative policy analysis in education from Harvard University.

Contributing topics
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
Kevin Gee in the Media
: Study Finds Pandemic Induces Chronic Absences from School
: English Learners Disproportionately Missing from School During Pandemic
: Are America’s Schools Safe for Asian Americans?
: UCD Professors Talk Pandemic Learning
: Media Advisory: UC Davis LIVE on Education in the Pandemic
Publications by Kevin Gee
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…
Policy Brief Gee February 2020
Students with Disabilities and Differentiated Assistance
Under California’s System of Support, differentiated assistance (DA) provides supports to eligible districts to boost student group performance levels. This brief describes the districts that were eligible for DA in 2019 based on the performance…