Daphna Bassok
DB

Daphna Bassok

Associate Professor
Associate Director
Unit: Curry School of Education
Department: Curry School of Education
Office location and address
Ruffner Hall 258
405 Emmet St S
Charlottesville, Virginia 22903
Education
Ph.D., Stanford University, 2009
M.A., Stanford University , 2007
M.A., Stanford University, 2003
B.A., University of Michigan, 2000
Biography

Daphna Bassok is an Associate Professor of Education and Public Policy at the University of Virginia and is also the Associate Director of EdPolicyWorks a joint collaboration between the Curry School of Education and the Frank Batten School of Leadership and Public Policy. Her research addresses early childhood education policy, with a particular focus on the impacts of policy interventions on the well-being of low-income children. Currently, she is the Principal Investigator on a project supported by the Institute of Education Sciences (IES) to examine Louisiana's efforts to overhaul their early childhood education system.  She recently received a National Academy of Education/ Spencer Foundation Postdoctoral Fellowship for her work examining changes in parenting practices over time and their impact on the early emergence of achievement gaps. Other recent projects have explored changes in the early childhood teacher labor force over time and the impacts of Florida's Voluntary Pre-Kindergarten program. Bassok holds a Ph.D. in the Economics of Education, a M.A. in Economics and a M.A. in Policy Analysis and Evaluation, all from Stanford University.

New Strategies for Supporting Early Educators and Improving Quality at Scale: Lessons from Louisiana¿s Early Childhood Ancillary Certificate Program
Source: U.S. Administration For Children And Families
September 30, 2019 – September 29, 2023
New Strategies for Supporting Early Educators and Improving Quality at Scale: Lessons from Louisiana's Early Childhood Ancillary Certificate Program Year 3
Source: U.S. Administration For Children And Families
September 30, 2021 – September 29, 2022
University of Virginia Education Science (VEST) Interdisciplinary Post-Doctoral Training Program
Source: U.S. Department Of Education
September 01, 2017 – August 31, 2022
EHD-Preschool Development Grant Birth-to-5 Evaluation and Data System Development
Source: Virginia Department Of Education
July 01, 2021 – June 30, 2022
Louisiana Preschool Development Grant Birth through Five and Child Care Development Fund
Source: Education, Louisiana Department of
April 18, 2019 – April 17, 2022
EHD-Building a Stronger Child Care System in Virginia
Source: Virginia Department Of Education
July 01, 2021 – January 01, 2022
Study of Early Education: Louisiana - Ready Start
Source: Baton Rouge Area Foundation
July 01, 2020 – August 31, 2021
EPW-Doromal AERA Dissertation Fellowship - On Behalf of Justin Doromal
Source: American Educational Research Association
August 17, 2020 – June 30, 2021
Preschool Development Grant Birth-to-5 Evaluation and Data System Development
Source: Virginia Department Of Education
July 01, 2020 – June 30, 2021
CU-EPW Preschool Development Grant - Birth to Five
Source: Virginia Department Of Education
December 31, 2018 – December 30, 2020
CU-EPW Building a Unified, High-Quality Early Childhood Education System: A Research-Practice Partnership to Support Louisiana¿s Efforts to Improve Early Education Statewide
Source: Spencer Foundation
April 01, 2018 – March 31, 2020
More at Four? Experimental Evidence on Medium-Term Impacts of Full-Day Preschool
Source: University Of Colorado
July 01, 2018 – June 30, 2019
More at Four? Experimental Evidence on Medium-Term Impacts of Full-Day Preschool
Source: Regents of the University of Colorado
July 01, 2018 – June 30, 2019
Teacher Turnover in Head Start: Trends, Correlates, and Consequences
Source: American Educational Research Association
June 01, 2018 – May 31, 2019
Westminster Public Schools Full Day Pre-K Study
Source: Regents of the University of Colorado
September 01, 2016 – September 01, 2018
CU-Can Accountability Measures Increase the Quality of Early Childhood Education? Evidence from North Carolina
Source: Smith Richardson Foundation
September 01, 2015 – August 31, 2018
CU Building State-Wide Quality Rating Strategies for Early Childhood System Reform: Lessons From the Development of Louisiana's Kindergarten Readiness System
Source: U.S. Department Of Education
July 01, 2014 – June 30, 2018
CU - Early Parental Investment and the Emergence of School Readiness Gaps Changing Patterns over the Past Two Decades
Source: National Academy Of Education
September 01, 2014 – December 31, 2016
CU-Kids today: Did Heightened public investment in early childhood lead to changes in school readiness?
Source: American Educational Research Association
April 15, 2014 – April 14, 2015
CU-Is Kindergarten the New First Grade? The Academicization of Kindergarten in the Age of Accountability
Source: American Educational Research Association
August 01, 2011 – July 31, 2013
EDLF 1200: Examining the Effectiveness of Social Innovation
Credits: 3
Educational and social innovations such as Head Start, Teach for America, and Promise Neighborhoods aim to dramatically improve outcomes for children by altering the status quo. This course explores innovations intended to improve outcomes for children and youth and how we can determine whether innovations actually 'work'? What is meant by 'works' and what are the outcomes by which we judge whether an innovation works?
EDLF 4995: Directed Research
Credits: 1–6
Directed Research under supervision of faculty member.
EDLF 5310: Data Management for Social Science Research
Credits: 3
This course introduces strategies for effectively working with large-scale quantitative data for social science research. Topics covered include: data cleaning, recoding and checking; merging data from multiple sources; reshaping data; documenting processes; writing programs and macros to reduce errors; and presenting descriptive data through tables and graphs. Students will utilize Stata, a statistical software package.
LPPP 6001: Foundational Skills Workshop
Credits: 1
Leadership and Public Policy foundational skills course.
PPOL 7993: Independent Study
Credits: 1–6
Student will perform independent projects under close faculty supervision.
LPPP 7993: Independent Study
Credits: 1–6
Student will perform independent projects under close faculty supervision.
EDLF 8998: Masters Research Internship
Credits: 1–12
Designed to give masters students experience conducting research in professional settings appropriate to their disciplines. Prerequisites: Permission of Advisor
EDLF 9740: Internship in College Teaching or Supervision
Credits: 1–6
Opportunities for experienced doctoral students to teach courses or partial courses at the University, or to supervise student teachers under the guidance of a faculty member. Opportunities are arranged by the students with the assistance of the sponsoring faculty member.
EDLF 9993: Independent Study
Credits: 1–12
Under close faculty guidance, students work on an area of interest not covered by the curriculum. A plan of study must be signed by the faculty sponsor and filed in the student's permanent file in the Office of Student Affairs. Prerequisite: Instructor permission.
EDLF 9995: Independent Research
Credits: 1–12
Independent Research
EDLF 9998: Doctoral Research Apprenticeship
Credits: 3–12
Designed to give doctoral students experience conducting research in professional settings appropriate to their disciplines. Prerequisites: Advisor Permission Required.
EDLF 9999: Doctoral Dissertation
Credits: 3–12
Doctoral Dissertation Research completed under the guidance of dissertation committee. 12 hours is required for graduation. Permission of instructor required.