Yifan Bai

Researcher

Yifan Bai is a researcher at AIR. Her primary scholarly interests focus on understanding factors related to children’s academic achievement in the U.S. and other countries. Her work has been published and presented at various professional conferences and proceedings. Her co-authored book, Socioeconomic Inequality and Educational Outcomes: Evidence from Twenty Years of TIMSS, examined changes in achievement gaps due to family socioeconomic status in thirteen education systems over a 20-year period (1995-2015).

Dr. Bai specializes in a variety of statistical methods and works on research projects analyzing national and international large-scale datasets, including the National Assessment of Educational Progress (NAEP), the High School Longitudinal Study of 2009 (HSLS:09), the Trends in International Mathematics and Science Study (TIMSS), and the Program for International Student Assessment (PISA).

Expertise
Education
Equity in Education
International Comparisons in Education
National Assessment of Educational Progress (NAEP)

Ph.D., Educational Theory and Policy & Comparative and International Education, Pennsylvania State University; M.S.Ed., Educational Policy, University of Pennsylvania; B.A., Chinese Language and Literature, Nanjing University

Contact Yifan Bai

+1.202.403.5000
Related Work

Choosing a College STEM Major: The Roles of Motivation, High School STEM Coursetaking, NAEP Mathematics Achievement, and Social Networks

16 Jun 2021
The study uses nationally representative data to investigate how high school STEM motivation, STEM course taking, STEM achievement and social networks are associated with the decision of students who go on to enroll in 4-year colleges to choose a STEM major or not. The study findings highlight the important role ...
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U.S. National and State Trends in Educational Inequality Due to Socioeconomic Status: Evidence from the 2003–17 NAEP

24 Feb 2021
This study examines the trends in educational inequality due to family socioeconomic status (SES) in the United States both at the national level and at the state-level. Specifically, the study focuses on the changes in achievement gaps between high and low SES students between 2003 and 2017 with an additional ...