Gema Zamarro (Ph.D. Economics, CEMFI & UNED, Madrid (Spain), 2006) is a Professor (Full) and 21st Century Endowed Chair in Teacher Quality at the Department of Education Reform at the University of Arkansas. Prior to joining the University of Arkansas, Zamarro was a Senior Economist at the Dornsife Center for Economic and Social Research at the University of Southern California (2013-2014), an Economist at the RAND Corporation (2007-2013; Adjunct Economist 2013-2016) and Professor of Econometrics at the Pardee RAND Graduate School of Public Policy (2007-2013), as well as, assistant professor in the Department of Econometrics at Tilburg University in the Netherlands and a junior research fellow at NETSPAR (Network for Studies on Pensions, Aging and Retirement) (2005-2007). Dr. Zamarro’s research is motivated by policy-relevant questions and the use of rigorous methods to help inform policy, with a focus on education policy. A second strand of her research focuses on methodological challenges to answer policy-relevant questions and the innovative uses of data to measure difficult concepts. Dr. Zamarro has performed research in the areas of education and labor economics. She has completed studies on heterogeneity in returns to education, the relationship between teacher quality and student performance, the effect of school closing policies on student outcomes, the properties of value-added methods for estimating teacher quality, the effect of dual-language immersion programs on student outcomes, and on the causal effect of retirement on health, among others. Her current research focuses on the study of teacher labor markets, including the effects of the Arkansas LEARNS Act, teacher recruitment and retention, teacher quality and teacher pensions issues, measurement and development of socio-emotional skills, determinants of gender gaps in STEM, and gender and education impacts of the COVID-19 pandemic. Dr. Zamarro’s work has been featured numerous times in the media, including Washington Post, Wall Street Journal, New York Times, USA Today, Los Angeles Times, Huffington Post of Chicago, Chalkbeat, NPR, Scientific American, CBS news, 4029News, Telemundo, KUAF radio, KTLA news, Kqed, EL Pais, El Mundo, and Arkansas Democrat Gazette, among others, and has helped inform policy at the state, national and international levels.
Gema Zamarro
EdWorkingPapers
Teacher-to-classroom assignment and student achievement
We study the effects of counterfactual teacher-to-classroom assignments on average student achievement in elementary and middle schools in the US. We use the Measures of Effective Teaching (MET) experiment to semiparametrically identify the average reallocation effects (AREs) of such assignments… more →
Testing, Teacher Turnover and the Distribution of Teachers Across Grades and Schools
Teacher turnover has adverse consequences for student achievement and imposes large financial costs for schools. Some have argued that high-stakes testing may lower teachers’ satisfaction with their jobs and could be a major contributor to teacher attrition. In this paper, we exploit changes in… more →
Parental Occupational Choice and Children’s Entry into a STEM Field
We explore the intergenerational occupational transmission between parents and their children as it pertains to entry into the STEM field. Using the Education Longitudinal Study of 2002, we study student’s aspirations to work in a STEM field and eventual STEM education and employment. We show… more →