Luke C. Miller applies his analytic, leadership and managerial skills to innovative research projects that explore educational phenomena, assess the impacts of policies, reforms and programs on student and teacher outcomes, and evaluate state and federal educational policies. His areas of expertise include economics of education, teacher labor markets, rural education, and education policy.
Dr. Katharine O. Strunk is an Associate Professor of Education and Policy at the University of Southern California, with a joint appointment in the Rossier School of Education and the Sol Price School of Public Policy. Dr. Strunk’s research is focused on three areas, all of which fall under the broad umbrella of K-12 education governance: teachers’ unions and the collective bargaining agreements they negotiate with school districts, teacher evaluation and compensation, and accountability policies. Rooted in the fields of economics and public policy, Dr.
Emily K. Penner was a Postdoctoral Fellow in the Stanford School of Education and Center for Education Policy Analysis. She received her M.A. and Ph.D. in Education from the University of California, Irvine (2014) with a specialization in Education Policy and Social Context, and her B.A. in Economics and International Relations from Claremont McKenna College (2005). Her research focuses on educational inequality, and how parents, teachers, schools, and peers shape students’ educational opportunities.
Angela received her doctoral degree from the Graduate School of Education at Harvard University (2012). Her research focuses on the evaluation of college access policies, particularly in the areas of postsecondary remediation and financial aid. Sample past projects include an examination of how the effects of postsecondary remedial and developmental courses vary by level of academic preparation, and a multi-cohort evaluation of the Gates Millennium Scholars Program.
Elizabeth (Liza) Dayton was a Postdoctoral Fellow in the Stanford School of Education and Center for Education Policy Analysis. She received her Ph.D. in sociology from Johns Hopkins University (2012), following a B.A. in psychology from Stanford (2003), M.A. in sociology from Stanford (2004), and M.A. in sociology from Johns Hopkins (2009). Her dissertation, supported by an American Educational Research Association grant, demonstrated that supportive family relationships statistically promote first-generation college-going, protect against downward educational mobility, and perpetuate educational success from one generation to the next. Dayton has also examined the potential for intergenerational educational mobility among the children of adults returning to community college, and how switching school and neighborhood contexts via housing and school voucher programs affects youth outcomes. She has performed extensive classroom observations with the Baltimore Education Research Consortium. Dayton’s research interests lie in three overlapping areas: intergenerational educational mobility; the value of noncognitive skills (such as attitudes and effort) for education and career; and the role of families in shaping children’s noncognitive skills and educational and occupational trajectories.
Ann (firstname.lastname@example.org) received her PhD in Sociology & Social Policy from Harvard University in 2012. Her research focuses on inequality in education and neighborhoods. Past and present research projects include work on neighborhood and school effects on educational attainment, subsidized housing and urban poverty, neighborhood mobility and change, and residential and school segregation.
Benjamin was a doctoral student in the Developmental and Psychological Sciences program studying psychometrics and education policy. He earned his B.A. in Philosophy and Mathematics from Dartmouth College in 2006, and completed his M.A. in Measurement, Evaluation & Research Methodology at the University of British Columbia. Prior to completing his M.A., Ben taught high school mathematics at the Eagle Rock School in Estes Park, CO. His research interests include evaluating the uses and misuses of educational tests for research and accountability purposes, validity theory, statistical methodology and mathematics education.
Lindsay was a doctoral student in Curriculum and Teacher Education. She graduated in 2005 from Syracuse University with B.A.s in Anthropology and Photo Illustration and minors in Education and Non-Violent Conflict and Change. Prior to her doctoral studies, Lindsay taught middle school English and ESL in Roma, Texas, and at an International Baccalaureate school in Punta Del Este, Uruguay. She took a temporary job in data collection upon return from Uruguay, and has been working in the field of research ever since. Most notably, Lindsay was the project manager of the Protocol for Language Arts Teaching Observations (PLATO) during the Measures of Effective Teaching (MET) study. She is mostly interested in quantitative teacher performance assessments. She works with Pam Grossman and Susana Loeb.
Natassia was a doctoral student in the Sociology at Stanford University, where she was a recipient of the IES fellowship training grant and a participant in the NSF Graduate Research Fellowship Program. She received a B.A. in Social/Education Policy and Sociology from UNC-CH in 2011. Her research interests include racial and income inequality in higher education, the impact of those inequities on labor market outcomes, and the implications of those patterns for higher education policy. Immediately following graduate school, Natassia led national survey data collection and analysis for the Stanford Latino Entrepreneurship Initiative at the Stanford Graduate School of Business.