Olivia Chi
Assistant Professor
Dr. 奥利维亚·池是波士顿大学德洛克教育与人类发展学院教育领导与政策澳门威尼斯人注册网站研究系的助理教授。 Her research uses quantitative methods to study the economics of education, with a focus on teacher labor markets and measures of teacher quality. She is affiliated faculty with the Wheelock Educational Policy Center (WEPC).
Dr. Chi’s work has been published in peer-reviewed journals such as the Journal of Policy Analysis and Management, Educational Evaluation and Policy Analysis, Education Finance and Policy, and Educational Researcher. Previously, she taught elementary grades in New Haven, Connecticut.
Recent News
- BU Wheelock Scholarly Accomplishments March 2025
- How Strong School Leaders Drive Student Success
- The Teacher Workforce and the Impact of COVID-19
- Improving Policies That Support Teachers
- Teacher Diversity Increased in Massachusetts during COVID-19 Pandemic
- BU Wheelock Welcomes Six New Faculty
In the Media
- ‘The Pipelines Are Drying Up’: Why Teacher Salaries Are Catastrophic for the Profession
- Mass. Districts Boosted Teacher Diversity over the Last Decade, but the Diversity of the Student Population Grew Faster
- Study Says State Faces Growing Teacher Diversity Challenge If Action Isn’t Taken
- Emergency-Hired Teachers Do Just as Well as Those Who Go through Normal Training
- Addressing Teacher Burnout and Turnover in a Post-Pandemic World
- ‘Burnout to the Tenth Degree’: Schools Grapple with Teacher Shortages
- Mass. Teachers Increasingly Called It Quits as Pandemic Wore On, Study Shows
Education
PhD, Education (Education Policy and Program Evaluation), Harvard University
EdM, Education Policy and Management, Harvard Graduate School of Education
AB, Economics, Public Policy, Brown University
Courses
Teacher and School Leader Policy in the K-12 Sector
Understanding and Using Research as Evidence
Selected Publications
Tichnor-Wagner, A., Bacher-Hicks, A., & Chi, O. L. (2025). Motivations to enter the teaching profession during the COVID-19 pandemic: Insights from emergency license holders in Massachusetts. Teaching and Teacher Education, 158, 104968. https://doi.org/10.1016/j.tate.2025.104968
Bacher-Hicks, A., Chi, O. L., & Orellana, A. (2023). Two years later: How COVID-19 has shaped the teacher workforce. Educational Researcher. https://doi.org/10.3102/0013189X231153659
Chi, O. L. (2023). A classroom observer like me: The effects of race-congruence and gender-congruence between teachers and raters on observation scores. Education Finance and Policy. https://doi.org/10.1162/edfp_a_00367
Chi, O. L., & Lenard, M. A. (2022). Can a commercial screening tool help select better teachers? Educational Evaluation and Policy Analysis. https://doi.org/10.3102/01623737221131547
Stark, K., Bettini, E., & Chi, O. (2022). Momentary affective experiences of teachers serving students with emotional and behavioral disabilities in self-contained settings. Remedial and Special Education. https://doi.org/10.1177/07419325221135613
Kraft, M. A., Papay, J. P., & Chi, O. L. (2020). Teacher skill development: Evidence from performance ratings by principals. Journal of Policy Analysis and Management, 39(2): 315-347. https://doi.org/10.1002/pam.22193