Bio and Research Interest
Bridget Terry Long is Dean and Saris Professor of Education and Economics at the Harvard Graduate School of Education. She is an economist whose research focuses on the impact of affordability, academic preparation, and information on postsecondary access and success. As part of this work, she and co-authors have developed and tested a series of interventions designed to support families and students as they save for college, complete financial aid forms, and persist in higher education. Dr. Long is a Research Associate of the National Bureau of Economic Research, a member of the National Academy of Education, and a Fellow of the International Academy of Education. She is also a member of the Board of Directors for MDRC, a nonprofit social policy research organization, and the Society for Research on Educational Effectiveness (SREE). She has testified multiple times before Congressional Committees and served as Chair of the National Board for Education Sciences (NBES), the advisory panel of the Institute of Education Sciences (IES) at the U.S. Department of Education. Long earned her Ph.D. and M.A. from the Harvard University Department of Economics and her A.B. from Princeton University.
Harvard University (Economics), 200
Honors and Awards
Dr. Long has won numerous research grants, including major awards from the U.S. Department of Education, the Bill & Melinda Gates Foundation, and the National Science Foundation. She is a recipient of the National Academy of Education/Spencer Postdoctoral Fellowship and was awarded the Robert P. Huff Golden Quill Award from the National Association of Student Financial Aid Administrators.
Boatman, Angela and B. T. Long. (2018) “Does Remediation Work for All Students? How the Effects of Postsecondary Remedial and Developmental Courses Vary by Level of Academic Preparation.” Educational Evaluation and Policy Analysis 40(1): 29‐58.
Castleman, Benjamin L., B. T. Long, and Zachary Mabel. (2018). “Can Financial Aid Help to Address the Growing Need for STEM Education? The Effects of Need‐Based Grants on the Completion of Science, Technology, Engineering and Math Courses and Degrees.” Journal of Policy Analysis and Management 37(1): 136‐166.
Bettinger, Eric and B. T. Long. (2018) “Mass Instruction or Higher Learning? The Impact of Class Size in Higher Education.” Education Finance and Policy 13(1): 97-118. [equal authorship]
Castleman, Benjamin and B.T. Long. (2016) “Looking Beyond Enrollment: The Causal Effect of Need‐ Based Grants on College Access, Persistence, and Graduation.ʺ Journal of Labor Economics, 34(4), 1023–1073. Also available as NBER Working Paper No. 19306.
Boatman, Angela and B. T. Long. (2016) “Does Financial Aid Impact College Student Engagement? The Effects of the Gates Millennium Scholarship on Academic and Extracurricular Behaviors.” Research in Higher Education 57(6), 653‐681.