Michael LaForest-Tucker

Assistant Professor, U.S. Air Force Academy

Connect

Expertise

Personalized Learning
A headshot of Michael LaForest Tucker

Connect

Expertise

Personalized Learning
Michael LaForest-Tucker is an Assistant Professor of Economics at the U.S. Air Force Academy (USAFA) and an Analyst at USAFA’s Office of Labor and Economic Analysis. His research focuses on ways to improve criminal justice and education policy, leveraging quasi-experimental, experimental, and structural modeling methods. His work has recently been published in Nature, the Journal of Human Capital, the Journal of Policy Analysis and Management, and the Journal of Quantitative Criminology.
Prior to USAFA, Michael worked as a postdoctoral scholar with Penn State’s Criminal Justice Research Center conducting research with the Pennsylvania Department of Corrections. Before that, he worked as a research director in the Crime & Education Lab’s New York office, managing policy evaluations and technical assistance projects for New York City government agencies. He holds a Ph.D. in economics from the University of Virginia and a B.S. in economics & political science from the University of Michigan.
Michael’s Resources
NBER Working Paper: Can Technology Facilitate Scale? Evidence from a Randomized Evaluation of High Dosage Tutoring
Academic Paper

NBER Working Paper: Can Technology Facilitate Scale? Evidence from a Randomized Evaluation of High Dosage Tutoring

Jun 2024

This paper outlines results from the Education Lab’s study of a high-dosage tutoring model–what we call “Saga Technology”–which found that substituting some tutor time with educational technology can reduce costs by one-third and halve the number of tutors needed without compromising effectiveness.

Michael’s Projects
New research: Saga Tech
CURRENT

New research: Saga Tech

The Education Lab conducted a study of a high-dosage tutoring model–what we call “Saga Technology”–which found that substituting some tutor time with educational technology can reduce costs by one-third and halve the number of tutors needed without compromising effectiveness.