David J. Deming
Professor of Education and Economics
Isabelle and Scott Black Professor of Political Economy, Harvard Kennedy School
Academic Dean, Harvard Kennedy School
Director of the Malcolm Weiner Center for Social Policy, Harvard Kennedy School
David Deming is a professor at the Harvard Kennedy School and the Harvard Graduate School of Education. He is the faculty director of the Malcolm Wiener Center for Social Policy, and a Research Associate at the National Bureau of Economic Research. His research focuses broadly on the economics of skill development, education and labor markets. He is currently serving as a co-editor at the AEJ: Applied and is a principal investigator (along with Raj Chetty and John Friedman) at the CLIMB Initiative, an organization that seeks to study and improve the role of higher education in social mobility. Deming recently won the David N. Kershaw Prize, which is awarded biannually to scholars who have made distinguished contributions to the field of public policy and management under the age of 40.
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Association for Education Finance and Policy (AEFP) Early Career Award,(2015)
William T. Grant Scholar,(2013)
HOLC Role in Ongoing K-12 Funding Inequities (RFP) (2021-2022)
Bill and Melinda Gates Foundation
The team seeks to provide some of the first evidence of the long-term association between 1935-1940 Home OwnersÂ’ Loan Corporation (HOLC) A-D security ratings and (1) school-level funding, and (2) districtlevel funding both nationwide and by U.S. Census Bureau Region. The overarching motivation of this project is to determine whether present-day schools and districts located in historically Â“DÂ” redlined neighborhoods have better or worse financial outcomes than those found in historically higher-graded Â“A", Â“B,Â” or Â“CÂ” neighborhoods.This project will:Â• Help inform and enhance state and district funding formulas, particularly those that rely heavily on local property taxes.Â• Help inform and enhance the Federal Title I formula, so aid is more efficiently directed to the lowest-income states and districts.Â• Help inform and enhance how district and school boundaries are drawn today. Introduce how modern school and district financial context is downstream of early 1900s federal policies.Â• Help interpret the more recent role of state and local finance reforms, and how, if at all, they address present-day inequities created from past institutionalized inequality.