His primary research agenda focuses on the nexus between health and education. He examines the role that schooling systems can play in influencing the health and well-being of children. In addition, he investigates how school policies and programs can help promote the well-being and educational outcomes of children who face a broad array of adverse conditions and experiences including school bullying, food insecurity, and abuse and neglect. Dr. Gee also has expertise in conducting large-scale evaluations of educational policies and programs using experimental and quasi-experimental designs. His research appears in Teachers College Record, Journal of Adolescent Health, American Journal of Evaluation, Journal of Adolescence and the International Journal of Educational Development. His work has also been featured inThe New York Times, Scientific American, Reuters and Education Week.
Dr. Gee hails from California and received his undergraduate degree from UC Berkeley and his Master’s degree from UC San Diego. He received his doctorate in Quantitative Policy Analysis in Education from Harvard University in 2010. From 2010-2012 he held a faculty appointment as Lecturer in Public Policy at Brown University and in 2012 he received the Outstanding Professor Award from the Brown University Undergraduate Council of Students.
Ed.D., Harvard Graduate School of Education, Quantitative Policy Analysis in Education 2010
Ed.M., Harvard Graduate School of Education, International Education Policy 2006
M.P.I.A., University of California, San Diego, Pacific & International Affairs (cum laude) 2004
B.A., University of California, Berkeley, City & Regional Planning (magna cum laude) 1994
Research Areas & Current Projects
College & Career Readiness for Disadvantaged Youth
The Education of Abused and Neglected Children: Placement into and the Effects of Special Education (revise and resubmit)
Adolescent Peer Victimization and the Role of Supportive Adults and Peers in Schools: Examining Effects Within Racial/Ethnic Subgroups.(Co-PI: North Cooc, University of Texas, Austin) (under review)
Predictors of Truancy in California’s High-Poverty Schools: Risk and Resilience Factors (Co-PI: Kelsey Krausen, UC Davis) (in progress)
Gee, K.A. (2018). Leveraging the public school system to combat adolescent obesity: The limits of Arkansas’s statewide policy initiative. Journal of Adolescent Health. (In Press)
Gee, K.A. (2018). What contributes to the variation in chronic absenteeism across the early elementary years? Understanding the role of children, classrooms and schools. In M. Gottfried and E. Hutt (Eds.), Absent from School: Understanding and Addressing Student Absenteeism. Cambridge, MA: Harvard Education Press. (In Press)
Lindstrom L., Lind, J., Gee K.A. (2018). Transitions to Employment. In S. Hupp and J. Jewell (Eds.), Encyclopedia of Child and Adolescent Development. Hoboken, NJ: Wiley-Blackwell. (Forthcoming)
Gee, K.A. (2016). Individual needs assessment. In J. Miller, W. Welch, and B. McGill. (Authors). The Pacific Region: A Report Identifying and Addressing the Region’s Educational Needs (pp. B-3-B-6). US Department of Education, Office of Elementary and Secondary Education: Washington DC.
Media related to publication: Gee, K.A. (2015) School-based body mass index screening and parental notification in late adolescence: Evidence from Arkansas’s Act 1220. Journal of Adolescent Health. 57(3): 270-276.
Eight states now screen their students for obesity and inform parents if their children have a high body mass index. But does screening students for obesity actually improve obesity rates? UC Davis Assistant Professor Kevin Gee’s new research indicates it may not.
In a highly competitive national competition, FCD makes only five awards each year. With the funding he received with the award, Gee will examine over the next two years the impact of food insecurity on children’s developmental outcomes, focusing particularly on low-income and children of color in the aftermath of the Great Recession of 2007-09.
For millions of children in the developing world, formal schooling is often out of reach. Fortunately, many children, shut out of the formal education system because of gender, ethnicity, disability, or other obstacles such as annual flooding, do have access to nonformal education programs.
But how well are girls served? Assistant Professor of Education Kevin Gee wanted to know.
Few would argue that education exists in a vacuum. There are many elements at work that impact the ability of students to learn. Poverty, gender, and ethnicity are common factors affecting education.
However, one vital ingredient that is frequently overlooked is health. UC Davis School of Education’s Assistant Professor Kevin Gee’s research sheds much-needed light on this connection between a student’s health and their learning abilities.
An expert on the link between children’s health and educational outcomes, Kevin Gee, assistant professor in the UC Davis School of Education, is presenting his research on the impact of a policy in Arkansas aimed at reducing teenage obesity at the Fall 2013 conference of the Association for Public Policy Analysis and Management on November 7.
School is a fact of life for virtually every child in America, but in the world’s poorest countries, school is not a given.
For instance, nearly two million children in Bangladesh lack access to a formal classroom, so the government relies on international development organizations and corporate partners to provide nonformal education to their most marginalized citizens. But does this approach work?