Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies
if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the
same subfield and year (this is the minimum needed to enter the top 1%, not the average
within it), or reaches the top citation threshold in at least one of its specific research
topics.
A Teacher Like Me: Does Race, Ethnicity, or Gender Matter?
This map shows the geographic impact of Thomas S. Dee's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Thomas S. Dee with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Thomas S. Dee more than expected).
This network shows the impact of papers produced by Thomas S. Dee. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Thomas S. Dee. The network helps show where Thomas S. Dee may publish in the future.
Co-authorship network of co-authors of Thomas S. Dee
This figure shows the co-authorship network connecting the top 25 collaborators of Thomas S. Dee.
A scholar is included among the top collaborators of Thomas S. Dee based on the total number of
citations received by their joint publications. Widths of edges
represent the number of papers authors have co-authored together.
Node borders
signify the number of papers an author published with Thomas S. Dee. Thomas S. Dee is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Dee, Thomas S.. (2024). Higher chronic absenteeism threatens academic recovery from the COVID-19 pandemic. Proceedings of the National Academy of Sciences. 121(3).36 indexed citations breakdown →
Dee, Thomas S. & James Wyckoff. (2017). A Lasting Impact: High-Stakes Teacher Evaluations Drive Student Success in Washington, D.C. Education next. 17(4). 58–66.3 indexed citations
Dee, Thomas S.. (2012). School Turnarounds: Evidence from the 2009 Stimulus. NBER Working Paper No. 17990.. National Bureau of Economic Research.16 indexed citations
15.
Dee, Thomas S.. (2009). Stereotype Threat and the Student-Athlete. NBER Working Paper No. 14705.. National Bureau of Economic Research.6 indexed citations
16.
Herman, Rebecca, et al.. (2008). Turning Around Chronically Low-Performing Schools. IES Practice Guide. NCEE 2008-4020..39 indexed citations
17.
Dee, Thomas S.. (2005). Forsaking All Others? The Effects of "Gay Marriage" on Risky Sex. National Bureau of Economic Research.3 indexed citations
18.
Dee, Thomas S.. (2005). Teachers and the Gender Gaps in Student Achievement. NBER Working Paper No. 11660.. National Bureau of Economic Research.15 indexed citations
19.
Dee, Thomas S.. (2004). The race connection: are teachers more effective with students who share their ethnicity?. Education next. 4(2). 52–59.46 indexed citations
20.
Dee, Thomas S.. (2000). The Capitalization of Education Finance Reforms. SSRN Electronic Journal.4 indexed citations
Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive
bibliographic database. While OpenAlex provides broad and valuable coverage of the global
research landscape, it—like all bibliographic datasets—has inherent limitations. These include
incomplete records, variations in author disambiguation, differences in journal indexing, and
delays in data updates. As a result, some metrics and network relationships displayed in
Rankless may not fully capture the entirety of a scholar's output or impact.