讲座时间：北京时间 2021年6月3日（周四）晚上 21:30-23:00
腾讯会议：504 765 506
主讲人：密歇根大学Jun Li 教授
Jun Li博士毕业于宾夕法尼亚大学沃顿商学院，现为密歇根大学Stephen M. Ross商学院的技术和运营副教授。长期从事实证运营管理和商业分析方面的研究，涉及收入管理和定价、医疗保健管理、供应链风险、企业社会责任以及公共部门运营。研究成果发表在Management Science, Manufacturing and Service Operations Management, Operations Research和Production and Operations Management等运营管理领域国际顶级期刊。研究成果曾获INFORMS收入管理和定价实践奖和Management Science最佳论文奖等多项论文奖励，并被《经济学人》、《纽约时报》、CNN、福布斯等美国国家公共电台及主流媒体所报道。Jun Li教授目前担任Management Science, Manufacturing and Service Operations Management, Operations Research和Production and Operations Management等运营管理领域国际顶级期刊的副主编。
Education technology (EdTech) companies are altering the education landscape. In this paper, we study DonorsChoose, a nonprofit that operates a teacher crowdfunding platform. Given the K--12 system is hard to improve, we ask whether DonorsChoose moves the needle on effectiveness and inequality. Combining DonorsChoose data with data on student test scores in Pennsylvania from 2012--2013 to 2017--2018, we find an increase in the number of DonorsChoose projects funded at a school leads to higher student performance, after controlling for selection biases. For a school with zero project, one funded project (about $400 in value) achieves about 2 to 9 additional students, on average, scoring at the basic and above on all tested subjects in high school and on science and ELA in primary and middle schools. These effects are driven primarily by teacher projects from the lowest income schools. Based on a textual analysis of over 20 thousands of statements from all funded teachers describing how resources are used, we find two channels of improvement most effective in the lowest income schools. Our study suggests that those in the education sector can harness the wisdom of frontline workers -- teachers -- to improve effectiveness and equity.