Emily Morton is a former doctoral student in the Developmental and Psychological Sciences (DAPS) program at the Graduate School of Education. After receiving her Masters of Public Policy (MPP) and her Ph.D. in Education from Stanford in 2021, she joined NWEA as a research scientist. At NWEA, Emily specializes in using quantitative methodologies to examine academic and developmental impacts of myriad policies and programs on students. Her research interests center around estimating the effects of K-12 education policies and programs related to school schedules, instructional time, and learning environments on student achievement and youth development, and understanding the processes involved in promoting positive youth and human development across the lifespan. She uses applied econometrics and causal inference as well as qualitative methodologies to investigate these topics. She conducts much of her research in partnership with schools and districts, with the intention of producing actionable findings that will directly inform policy and practice and serve to reduce inequality. Most notably, her recent work focuses on examining impacts of the four-day school week on student outcomes.
Research Scientist, NWEA
