Elizabeth Huffaker (huffaker@stanford.edu) is a Research Fellow at the National Student Support Accelerator. She uses quantitative methods to study primarily causal questions of K-12 policy and practice. Her recent work explores how secondary math reforms influence high school students’ educational opportunities, engagement, and achievement. She frequently engages in collaborative work with research practice partners in schools and districts.
Elizabeth holds a PhD in Education Policy and Economics of Education as well as an MA in Economics from Stanford University, an MA in Education Policy from Teachers College at Columbia University and a BA in Mathematical Economic Analysis and Philosophy from Rice University. She is a recipient of an Institute of Education Sciences Predoctoral Training Fellowship as well as a Stanford Graduate Fellowship in Science and Engineering. Prior to graduate school, Elizabeth taught high school math in Houston, TX.
Education policy; math education policy; research practice partnership; STEM pathways; early numeracy; causal inference; RCTS
