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Dr. Gibbs is an assistant professor at the Batten School with a joint appointment in the Curry School of Education. She is an affiliated researcher with UVa’s Center on Education Policy and Workforce Competitiveness and the Chapin Hall Center for Children at the University of Chicago.
Her research focuses on child and family policy, specifically the effects of early childhood interventions and programming. Her work includes analyzing the impact of full-day kindergarten using experimental and quasi-experimental methods, investigating patterns of fade out across studies of Head Start program effects, and exploring whether fade out of early childhood effects varies with preschool and early school experiences. She also has work-in-progress looking at the effects of local college scholarship programs on non-academic outcomes and a new study measuring the impact of full-day kindergarten expansions on maternal employment. Prior to completing her Ph.D. at the University of Chicago, she worked as a researcher at the American Institutes for Research, Academy for Educational Development, and Chapin Hall, where she led sample frame construction for the National Survey of Early Care and Education.
Gibbs, Chloe, Jens Ludwig & Douglas Miller. (September 2011). Does Head Start Do Any Lasting Good? NBER Working Paper 17452 & forthcoming in The War on Poverty: A 50-year Retrospective (Martha Bailey & Sheldon Danziger, eds.). read more »
National Academy of Education/Spencer Foundation Fellowship, 2011–2012
U.S. Department of Education’s Institute of Education Sciences Research Training Program Fellowship, 2008–2012
Congratulations to the following Batten faculty and alumni presenting at the annual APPAM Research Conference November 7-9, 2013: Jennifer Doleac: The Visible Hand: Race and Online Market Outcomes, Saturday, November 9, 2013 : 3:50 PM read more »
Chloe Gibbs' Head Start research highlighted in Daily Beast column read more »
Chloe Gibbs' research highlighted by Fareer Zakaria in reference to Head Start benefits read more »
"Experimental and Quasi-experimental Evidence on the Impact of Full-day Kindergarten" read more »
“Doing rigorous policy analysis—evaluating programs and policies well—is the critical foundation in deciding which interventions and social programs are worth the investment.”
© 2013 by the Rector and Visitors of the University of Virginia