Emily Morton

Emily Morton is a Researcher at the Center for Analysis of Longitudinal Data in Education Research (CALDER) at the American Institutes of Research (AIR). Her research focuses on estimating effects of K-12 education policies and programs related to instructional time and learning environments on student achievement and youth development. She uses applied econometrics and causal inference as well as qualitative methodologies to investigate these topics. She conducts much of her research in External Experthip 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 and academic COVID recovery interventions on student outcomes.

Before joining CALDER, Dr. Morton was as a Research Scientist at the Center for School and Student and Progress at NWEA. She holds a Ph.D. in Education and a Master of Public Policy from Stanford University where she was an Institute for Educational Sciences (IES) fellow.