About

Eric Bettinger is the Conley DeAngelis Family Professor in the Stanford University School of Education and a Senior Fellow at the Hoover Institution. He is also a research associate in the program on education at the National Bureau of Economic Research. Bettinger serves as the Director of the Center for Educational Policy Analysis and the Lemann Center for Brazilian Education at Stanford. His research interests include economics of education, student success and completion in college, the impacts of online education, financial aid, teacher characteristics, and the effects of voucher programs on academic and non-academic outcomes. His work focuses on using rigorous statistical methods to identify cause-and-effect relationships in higher education, and his research on simplifying financial aid applications has influenced efforts by the White House to streamline financial aid processes. Bettinger has served as a consultant to the White House and various state governments on financial aid policies.

Research topics

• Computer Science
• Psychology
• Mathematics education
• Medicine
• Social Science
• Political Science
• Sociology
• Medical education
• Demographic economics
• Psychiatry
• Geography
• Multimedia
• Pedagogy
• Engineering
• Economics
• Cognitive psychology

Selected publications

• The effects of public high school subsidies on student test scores

  Economics of Education Review · 2022 · 16 citations

  • Political Science
  • Computer Science
  • Mathematics education
  PublisherDOI

• Are the Effects of Informational Interventions Driven by Salience?

  SSRN Electronic Journal · 2020 · 36 citations

  1st authorCorresponding
  • Psychology
  • Cognitive psychology
  • Psychiatry
  DOI

• How can we inspire nations of learners? An investigation of growth mindset and challenge-seeking in two countries.

  American Psychologist · 2020 · 106 citations

  • Social Science
  • Sociology
  • Computer Science

  = 6,541), replicated the effects of the growth mindset intervention on the behavioral challenge-seeking task and on increased advanced math course-enrollment rates. Treated students took (and subsequently passed) advanced math at a higher rate. Critically, the U-say experiment provided the first direct evidence that a structural factor-school policies governing when and how students opt in to advanced math-can afford students the possibility of profiting from a growth mindset intervention or not. These results highlight the importance of motivational research that goes beyond grades or performance alone and focuses on challenge-seeking. The findings also call attention to the affordances of school contexts that interact with student motivation to promote better achievement and economic trajectories. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

  DOI

• Online education platforms scale college STEM instruction with equivalent learning outcomes at lower cost

  Science Advances · 2020 · 185 citations

  • Computer Science
  • Computer Science
  • Mathematics education

  Meeting global demand for growing the science, technology, engineering, and mathematics (STEM) workforce requires solutions for the shortage of qualified instructors. We propose and evaluate a model for scaling up affordable access to effective STEM education through national online education platforms. These platforms allow resource-constrained higher education institutions to adopt online courses produced by the country's top universities and departments. A multisite randomized controlled trial tested this model with fully online and blended instruction modalities in Russia's online education platform. We find that online and blended instruction produce similar student learning outcomes as traditional in-person instruction at substantially lower costs. Adopting this model at scale reduces faculty compensation costs that can fund increases in STEM enrollment.

  DOI

Frequent coauthors

• Bridget Terry Long

  National Bureau of Economic Research

  34 shared

• Joshua D. Angrist

  33 shared

• Michael Kremer

  University of Chicago

  31 shared

• Erik Bloom

  29 shared

• Elizabeth M. King

  18 shared

• Susanna Loeb

  14 shared

• Philip Oreopoulos

  14 shared

• Eric Taylor

  United States Fish and Wildlife Service

  8 shared

Education

• Ph.D., Education

  Stanford University

• M.A., Education

  Stanford University

• B.A., Education

  Stanford University

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