Emily Morton is a Researcher at the National 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 partnership 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 recovery interventions on student outcomes.

Dr. Morton 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. Prior to her Ph.D., she received her bachelor’s degree from Tufts University with a double-major in Psychology and Child Development.