Figuring out fadeout: Exploring the persistence of treatment effects in early childhood education programs
Open to PhD students and faculty engaged in causal inference in education research.
About the speaker:
CJ Libassi holds a master of public policy from Gerald R. Ford School of Public Policy and a master of arts in teaching from American University. He graduated from the University of Scranton in 2010 with a bachelor of arts in English, Spanish and philosophy. He then taught foreign language for two years at Oakcrest Elementary School as a part of Teach For America, before moving to Madrid in the fall of 2012 to serve as a Fulbright English Teaching Assistant in a secondary school in Arroyomolinos, Madrid. Additionally, in the summers of 2013 and 2014, CJ served as an intern in the Education Program at the New America Foundation, working with the early education and learning technology projects.
The objective of the Causal Inference in Education Research Seminar (CIERS) is to engage students and faculty from across the university in conversations around education research using various research methodologies.
This seminar provides a space for doctoral students and faculty from the School of Education, Ford School of Public Policy, and the Departments of Economics, Sociology, Statistics, and Political Science to discuss current research and receive feedback on works-in-progress. Discourse between these schools and departments creates a more complete community of education scholars, and provides a networking opportunity for students enrolled in a variety of academic programs who share common research interests. Open to PhD students and faculty engaged in causal inference in education research.