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Dae Y. Kim

Chief Statistician

Degrees

  • Ph.D. in Public Administration: New York University
  • M.A. in Philosophy: New York University
  • M.P.A. in Public Finance: New York University
  • B.A. in Public Administration: Yonsei University (Seoul, Korea)

About Dae Y. Kim

As Chief Statistician, Dr. Dae Kim serves as the senior methodologist responsible for developing and advising on research designs and methods across RFA’s quantitative research projects. He has extensive experience and expertise in quantitative research methods, including group designs (e.g., randomized control trial, quasi-experimental design, propensity score matching, etc.), advanced statistical modeling (e.g., multilevel modeling, structural equation modeling, etc.), and survey data analysis (e.g., psychometrics analysis, survey weighting, etc.). Much of his research focuses on evaluating educational reform initiatives in both K-12 and post-secondary education settings, and he is broadly committed to improving educational programs for historically marginalized and underserved students.

Prior to joining RFA, Dae was a senior researcher in the Center for Elementary Mathematics and Science Education at the University of Chicago, where he led STEM-focused research studies and evaluation projects funded by NSF and the US Department of Education.

He also taught quantitative research methods and education finance courses at Portland State University’s School of Education in Oregon. He received his MPA and Ph.D. in Public Administration from New York University. His research focuses on the evaluation of educational interventions in the primary, secondary, and postsecondary settings, the measurement of fidelity of implementation of education programs, and the relationships between fidelity of implementation and program outcomes. Dr. Kim has a Ph.D. from New York University.

  • Currently binge watching...

    True Detective.

  • When I'm not at work, you can find me...

    At a golf course.

  • My favorite cuisine is...

    Japanese.

Key Projects by Dae Y. Kim

Assessing the Feasibility of a National Lead Teacher Certification for Early Childhood Educators

Read More Early Childhood Education

Allegheny County Education Research (ACER) Project

Read More K-12

An Evaluation of the Picasso Schoolwide Model

Read More K-12

An Evaluation of Congreso de Latinos Unidos’ Exito Program at Kensington CAPA High School

Read More Out-of-School Time

The Pennsylvania Clearinghouse for Education Research (PACER): Translating Research and Analysis for Education Policymakers

Read More

21st Century Grants: Tracking the Implementation and Success of Academically-Oriented After-School Programs

Read More Out-of-School Time

Evaluating Project L.I.F.T.: A Cross-Sector Effort to Close the Achievement Gap

Read More K-12

Artwell’s HeartBeat Program: An Evaluation of an Elementary School Music Education Initiative

Read More K-12
See all author projects

Recent Publications by Dae Y. Kim

Publication

Teacher Diversity in Pennsylvania from 2013-14 to 2019-20

As RFA documented in Patching the Leaky Pipeline, teachers of color (TOCs) are important for all students and particularly for students of color (SOCs). Yet, despite promising statewide initiatives to improve teacher diversity, there is…

Publication

Allegheny County Students in Foster Care

Students in foster care require additional supports from schools in order to maintain educational stability. And, in the time of COVID-19 school shutdowns, experts warn that vulnerable students such as those in foster care may…

Publication

Implementation and Impact of Outcomes-Based Funding in Tennessee

Outcomes-based funding (OBF) is a term used to define state and system-level higher education funding policies linking public higher education dollars to key student outcomes such as credit completion, retention and graduation (Snyder, 2016). Outcomes-based…

Publication

Implementation and Impact of Outcomes-Based Funding in Indiana

Outcomes-based funding (OBF) is a term used to define state and system-level higher education funding policies linking public higher education dollars to key student outcomes such as credit completion, retention and graduation (Snyder, 2016). Outcomes-based…

Publication

Project LIFT: Year Four Student Outcomes Memo

Year Four marked the first year in which Project LIFT anticipated that long term outcomes would start taking shape. This expectation was, in part, based on the belief that after three years of added supports…
See all author publications