Areas of expertise
Economics of education • Education policy • Quantitative methods • Program evaluation
Biography
Emma García joined the Economic Policy Institute in 2013. She specializes in the economics of education and education policy. Her areas of research include analysis of the production of education (cognitive and noncognitive skills); returns to education; evaluation of educational interventions (early childhood, K–12, and higher education); educational equity; teacher labor markets; human development; international comparative education; and cost-effectiveness and cost-benefit analysis in education. Prior to joining EPI, García held research positions at the Center for Benefit-Cost Studies of Education, the Campaign for Educational Equity, the National Center for the Study of Privatization in Education, and the Community College Research Center, all at Teachers College, Columbia University; and did consulting work for MDRC, the Inter-American Development Bank, and the National Institute for Early Education Research. She has also served as an adjunct faculty member at the McCourt School of Public Policy, Georgetown University.
Education
Ph.D., Economics and Education, Teachers College, Columbia University
M.A., Quantitative Methods in the Social Sciences, Columbia University
B.A., Economics, Pompeu Fabra University
By Content:
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Learning during the pandemic: Lessons from the research on education in emergencies for COVID-19 and afterwards
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Learning during the pandemic: Making social and emotional learning front and center
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Learning during the pandemic: What decreased learning time in school means for student learning
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Policy solutions to deal with the nation’s teacher shortage—a crisis made worse by COVID-19
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A policy agenda to address the teacher shortage in U.S. public schools: The sixth and final report in the ‘Perfect Storm in the Teacher Labor Market’ series
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Examining the factors that play a role in the teacher shortage crisis: Key findings from EPI’s ‘Perfect Storm in the Teacher Labor Market’ series
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What teaching is like during the pandemic—and a reminder that listening to teachers is critical to solving the challenges the coronavirus has brought to public education
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Coronavirus Pandemic Poses Major Challenges to U.S. Students and Teachers—and Exacerbates Existing Education Inequities: A plan for relief, recovery, and rebuilding
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COVID-19 and student performance, equity, and U.S. education policy: Lessons from pre-pandemic research to inform relief, recovery, and rebuilding
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The pandemic sparked more appreciation for teachers, but will it give them a voice in education and their working conditions?
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Access to online learning amid coronavirus is far from universal, and children who are poor suffer from a digital divide
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Schools are still segregated, and black children are paying a price
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It’s the beginning of the school year and teachers are once again opening up their wallets to buy school supplies
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Teachers need better professional development opportunities, more support
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The role of early career supports, continuous professional development, and learning communities in the teacher shortage: The fifth report in ‘The Perfect Storm in the Teacher Labor Market’ series
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From the margins to the mainstream: A review of Broader, Bolder, Better
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Teaching—an important job, but a challenging work environment
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Challenging working environments (‘school climates’), especially in high-poverty schools, play a role in the teacher shortage: The fourth report in ‘The Perfect Storm in the Teacher Labor Market’ series
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Why is teaching becoming a less appealing occupation? One answer is right in front of us
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Low relative pay and high incidence of moonlighting play a role in the teacher shortage, particularly in high-poverty schools: The third report in ‘The Perfect Storm in the Teacher Labor Market’ series
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U.S. schools struggle to hire and retain teachers: The second report in ‘The Perfect Storm in the Teacher Labor Market’ series
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The search for America’s missing teachers
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Teacher strikes blanket the nation as a labor of love meets economic hardships
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The teacher shortage is real, large and growing, and worse than we thought: The first report in ‘The Perfect Storm in the Teacher Labor Market’ series
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Exploring the effects of student absenteeism
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Student absenteeism: Who misses school and how missing school matters for performance
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Fixing education inequalities will require fixing broader societal inequities
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Education inequalities at the school starting gate: Gaps, trends, and strategies to address them