Dave Paunesku is a senior behavioral scientist at Stanford University and the founding director of PERTS, a nonprofit R&D institute. PERTS translates insights from the learning and developmental sciences into scalable tools, measures, and recommendations that educators use to cultivate student engagement and success equitably. Hundreds of thousands of educators and hundreds of schools and colleges use PERTS’ free, evidence-based resources.
Paunesku's work with academic, industry, and government partners has led to the development of evidence-based resources that have reached millions of learners worldwide. His work has been published in leading academic journals, including Nature, Psychological Science, and Proceedings of the National Academy of Sciences. It has also been featured in The New York Times, Wall Street Journal, Education Week, Atlantic, USA Today, and The College Dropout Scandal.
PERTS projects have been funded by scientific and educational agencies and by private foundations, including the National Science Foundation, the Institute of Education Sciences, the U.S. Department of Education, the Raikes Foundation, Gates Foundation, Joyce Foundation, Overdeck Foundation, and Hewlett Foundation.
Paunesku serves on the advisory boards of Imagine and EL Education.
Paunesku grew up in Chicago before moving to the San Francisco Bay Area, where he co-founded PERTS with friends Carissa Romero, Ben Haley, and Chris Macrander. He earned a B.A. from the University of Chicago and a Ph.D. from Stanford University, where his dissertation was supervised by Professors Carol Dweck and Greg Walton. He lives in Oakland, California.
To request a workshop, presentation, or consulting engagement, email email@example.com. For inquiries about PERTS, email firstname.lastname@example.org.
Paunesku, D. & Farrington, C.A. (2020). Measure Learning Environments, Not Just Students, to Support Learning and Development. Teachers College Record, 112.
Okonofua, J.A., Paunesku, D., & Walton, G.M. (2016). A Brief Intervention to Encourage Empathic Discipline Cuts Suspension Rates in Half Among Adolescents. Proceedings of the National Academy of Sciences. link
Yeager, D. S., Walton, G. M., Brady, S. T., Akcinar, E. N., Paunesku, D., Keane, L., ... & Gomez, E. M. (2016). Teaching a lay theory before college narrows achievement gaps at scale. Proceedings of the National Academy of Sciences, 201524360. link
Claro, S., Paunesku, D., & Dweck, C. S. (2016). Growth mindset tempers the effects of poverty on academic achievement. Proceedings of the National Academy of Sciences, 201608207. link
Yeager, D. S., Hanselman, P., Walton, G. M., Murray, J. S., Crosnoe, R., Muller, C., Tipton, E., Schneider, B., Hulleman, C.S., Hinojosa, C.P., Paunesku, D., Romero, C., Flint, K., Roberts, A., Trott, J., Iachan, R., Buontempo, J., Yang, S., Carvalho, C.M., Hahn, P.H., Gopalan, M., Mhatre, P., Ferguson, R., Duckworth, A.L., & Dweck, C. S. (2019). A national experiment reveals where a growth mindset improves achievement. Nature, 573(7774), 364–369. link
Paunesku, D., Walton, G.M., Romero, C.L., Smith, E.N., Yeager, D.S., & Dweck, C.S. (2015). Mindset interventions are a scalable treatment for academic underachievement. Psychological Science, 26(6), 784-93. link
Paunesku, D. (2013). Scaled-up social psychology: Intervening wisely and broadly in education. (Unpublished doctoral dissertation.) Stanford University. link
Yeager, D. S., Romero, C., Paunesku, D., Hulleman, C. S., Schneider, B., Hinojosa, C., ... & Trott, J. (2016). Using design thinking to improve psychological interventions: The case of the growth mindset during the transition to high school. Journal of Educational Psychology, 108(3), 374. link
Yeager, D.S., Henderson, H., Paunesku, D., Walton, G.M., D’Mello, S. Spitzer, B.J., & Duckworth, A.L. (2014). Boring but Important: A self-transcendent purpose for learning fosters academic self-regulation. Journal of Personality and Social Psychology, 107(4), 559-580. link
Romero, C., Master, A., Paunesku, D., Dweck, C. S., & Gross, J. J. (2014). Academic and emotional functioning in middle school: The role of implicit theories. Emotion, 14(2), 227. link
Smith, E. N., Romero, C., Donovan, B., Herter, R., Paunesku, D., Cohen, G. L., . . . Gross, J. J. (2017). Emotion theories and adolescent well-being: Results of an online intervention. Emotion. Advance online publication. link