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Seth Gershenson

Associate Professor Department of Public Administration and Policy

Dr. Seth Gershenson holds a PhD from Michigan State University in Economics with a primary focus on education policy. While at Michigan State, he taught several courses and received an Outstanding Teaching award. Professor Gershenson has also been honored with the New Scholar Award by the American Education Finance Association. His approach to teaching and scholarship is to apply economic approaches to practical, policy-driven questions in public education, specifically teacher behavior. Professor Gershenson teaches Quantitative Methods, Managerial Economics, and Economics for Policy Analysis to MPA and MPP students.

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SPA - Public Admin and Policy
Ward - 345
Contact Info
(202) 885-2687

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For the Media
To request an interview for a news story, call AU Communications at 202-885-5950 or submit a request.
See Also
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  • Spring 2017

Scholarly, Creative & Professional Activities

Selected Publications


Gershenson, Seth, Holt, Stephen, & Papageorge, Nicholas. 2016. Who believes me? The effect of student-teacher demographic match on teachers' beliefs. In Press, Economics of Education Review.

Gershenson, Seth.2016. Performance standards and employee effort: Evidence from teacher absences. In Press, Journal of Policy Analysis & Management.

Gershenson, Seth. 2016. Linking teacher quality, student attendance, and student achievement. Education Finance & Policy, 11(2): 125-149.

Gershenson, Seth & Langbein, Laura. 2015. The effect of primary school size on academic achievement. Educational Evaluation and Policy Analysis, 37(1S): 135S-155S.

Gershenson, Seth. 2013. Do summer time-use gaps vary by socioeconomic status? Forthcoming, American Educational Research Journal.

Gershenson, Seth. 2013. "The causal effect of commute time on labor supply: Evidence from a natural experiment involving substitute teachers." Transportation Research Part A: Policy and Practice, 54: 127-140.

Gershenson, Seth. 2012. “How do substitute teachers substitute? An empirical study of substitute-teacher labor supply,” Economics of Education Review, 31(4): 410-430.

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