Nicole Arshan is a Research Analyst at SRI International. She has an interest in how the American education system reproduces or alleviates inequality, with particular focus on access to and preparation for post-secondary education. Nicole graduated from the College of William and Mary in 2000 with a BA in History and entered the doctoral program directly from SUSE's Master's program in Social Sciences in Education. Previous work experience includes IT consulting with Accenture and undergraduate admissions at Georgetown University.
Allison Atteberry is an IES postdoctoral fellow the UVA Curry School's Center on Education Policy and Workforce Competitiveness. She completed her doctorate at the Stanford School of Education in June 2011, where she was affiliated with the Center for Education Policy Analysis. She received her B.A. from the University of Chicago in Sociology and Political Science. Allison's dissertation focused on issues related to the estimation of causal effects of teachers and schools (value-added), and implications for accountability systems. Other academic interests include research on school intervention strategies to improve learning opportunities for children in disadvantaged settings. She is also interested in the development of professional working communities and networks in schools, and she has studied the uptake of new interventions designed to help teachers develop expertise in their practice.
Rekha Balu completed her PhD in the Economics of Education program at the Stanford University School of Education. She studies school finance and teacher policies. Her dissertation consists of three essays addressing the measurement, causes and consequences of school district revenue instability. She builds on theory and empirical evidence in education, economics and public administration to address under-explored research questions of immediate policy concern. Working with large-scale panel datasets, she also has studied the role of schools in post-conflict countries, and the impact of health on education outcomes in developing countries. Previously, she served as Associate Director of the Center for Universal Education in Washington, D.C., a Fulbright Scholar in Guatemala, a legislative budget analyst, and a journalist. She received her M.A. in Economics from Stanford University, her Ed.M. from Harvard Graduate School of Education, and her B.S. from Northwestern University.
Daphna Bassok is an Assistant Professor of Education Policy in the Curry School of Education at the University of Virginia. She is a faculty affiliate at the Center on Education Policy and Workforce Competitiveness. Her research is focused on early childhood education policy with a particular interest in early childhood teacher labor markets as well as the impacts of preschool policies on the academic and social well-being of low-income children. http://curry.virginia.edu/academics/directory/daphna-bassok
Tara Béteille is currently working as Economist at the Chief Economist’s Office, South Asia Region, The World Bank. She joined The World Bank in 2010 through the Young Professional’s Program. Prior to joining The World Bank, Tara was a Post Doctoral Fellow at the Institute for Research on Education Policy and Practice, Stanford University. She received her PhD from Stanford University in 2009, where she was a recipient of the William Kimball and Sara Hart Stanford Graduate Fellowship. Tara also holds Master’s degrees in Economics from the Delhi School of Economics (2000) and Stanford University (2009). Tara’s research has focused on teacher and principal labor markets. Her dissertation, Absenteeism, Transfers and Patronage: The Political Economy of Teacher Labor Markets in India, argues that strategic linkages between teachers and politicians compromise teacher accountability efforts in large parts of India. During her post doctoral year, she worked on principal labor markets. Tara’s interest in teacher labor markets dates to 2000, when she worked with ICICI Bank, India, managing their nonprofit funding in education.
Kendra Bischoff is an Assistant Professor of Sociology at Cornell University. Kendra completed both a Postdoctoral Fellowship in 2012 and her Ph.D. in Sociology in 2011 at Stanford University. Her research focuses on the causes and consequences of racial and economic segregation in neighborhoods and schools, the effect of school context on student outcomes, and civic engagement among disadvantaged youth. Her dissertation examined the academic and social effects of an interdistrict desegregation program on program participants.
Anna (Katyn) Chmielewski (email@example.com) is a Postdoctoral Fellow in the Pathways to Adulthood program (www.pathwaystoadulthood.org), based Michigan State University College of Education. Katyn completed her PhD in the Sociology of Education and International Comparative Education programs and her MA in Sociology at Stanford University. Her research interests lie at the intersection of sociology of education, social inequality, and international education policy. She studies U.S. and cross-national trends in social and educational inequality, including the effects of national income inequality, social and educational policies, segregation, tracking, streaming, and coursetaking patterns on socioeconomic gaps in academic achievement, youth development, educational attainment, and social mobility.
Anna Comerford completed her Master’s degree from Stanford University in 2012. Her research interests are inequality in educational access and attainment, as well as quantitative methods. She received her BA in Sociology and Economics from Hobart and William Smith Colleges in 2007, and she has professional experience working as a statistical programmer at Mathematica Policy Research in Princeton, NJ.
Jason Grissom is an Assistant Professor of Public Policy and Education at Vanderbilt University. Professor Grissom’s research uses large data sets and draws on the perspectives of political science, public administration, and economics to study the governance of K-12 education, including both its management and political dimensions. He is particularly interested in identifying the impacts of school and district leaders on teacher and student outcomes and has published work on principal performance, school board decision-making, teachers’ unions and collective bargaining. He has also published a stream of articles on the implications of the race and gender composition of the public education workforce—and the public bureaucracy more generally—for the distribution of resources and outcomes. His work has appeared in such outlets as American Educational Research Journal, American Journal of Education, Educational Evaluation and Policy Analysis, Journal of Policy Analysis and Management, Journal of Politics, Journal of Public Administration Research and Theory, Public Administration Review, and Teachers College Record.
Alicia Grunow completed her PhD in the Administration and Policy Analysis program at Stanford University. She received her B.A. in psychology from Reed College in 1999. Before coming to Stanford, she taught for seven years in Transitional Bilingual and Dual Language elementary school programs in both Denver and New York City. Her research interests focus on policies and practices to improve the educational experiences of English Learners.
Heather Hough is a Policy Fellow at the Public Policy Institute of California (PPIC). Heather completed her PhD in Administration and Policy Analysis at the Stanford University School of Education. She received her Bachelor's degree in Public Policy with a concentration in Social Policy from Stanford University. Before coming to Stanford, Heather worked as a Research Analyst in the Center for Education Policy at SRI International, where much of her research focused on teacher development, school improvement, and resource distribution. At CEPA, Heather focused on using mixed methodology to understand the effect of policy interventions at the district level.
Jeannie Myung completed her PhD in Administration and Policy Analysis at Stanford University. She received a Bachelor's degree in Political Science at Yale University and a Master's degree in Social Sciences in Education at Stanford University. Her research interests include teacher labor markets, resource allocation, school leadership, and teacher development. Before coming to Stanford, Jeannie taught in a public elementary school in San Jose, California.
Ashlyn Aiko Nelson is an Assistant Professor in the School of Public and Environmental Affairs (SPEA) at Indiana University. Her research examines how financial institutions, credit markets, housing markets, and education finance policies influence (1) the distribution of credit and education quality across communities and children, and (2) children’s education outcomes. Her work has been funded by the National Science Foundation and the MacArthur Foundation. Prior to her current appointment, she served as the Fair Lending Officer at IndyMac Bank and as Assistant Vice President of Analysis & Information Management at Bank of America. She received her Ph.D. in Economics of Education (2005) and M.A. in Economics (2003) from Stanford, and a B.A. in Economics (2001) and B.S. in Business Administration (2001) from the University of Southern California.
Maria (Cuky) Perez is an Assistant Professor of Policy Analysis at the Evans School of Public Affairs at the University of Washington. Cuky completed her PhD in the Economics of Education program at Stanford University in 2012. She received her professional degree in Economics from Pontificia Universidad Catolica de Chile, and a Master's degree in Economics at Stanford University. She is the recipient of the Stanford Interdisciplinary Fellowship (SIGF) and the Spencer Dissertation Fellowship. Her dissertation research concentrated on the theoretical and empirical effects of performance-based pay for teachers. In the first paper she addressed how inequity aversion differ among prospective teachers and lawyers by conducting a controlled behavioral experiment. In the second paper, she investigated how measures of teacher and school value-added interact with and/or predict incentive scheme preferences. And in her third paper she developed a general equilibrium model of teacher performance-based pay to simulate the potential general effects of this policy.
Kristopher Proctor is an Assistant Professor of Sociology and Criminology at Avila University. Kris completed a Postdoctoral Fellowship studying postsecondary education at Stanford University. He is interested in US postsecondary school organizational structures, with a particular focus on curricular structures and change. His recent projects have explored interdisciplinary programs, general education requirements, and longitudinal changes in the prevalence of curricular fields. Prior to Stanford, Kristopher completed his graduate work at the University of California, Riverside, where he also served as the data manager for the Colleges and Universities 2000 project’s two higher education databases: the Institutional Data Archive (IDA) and the College Catalog Study (CCS). Kristopher received his Ph.D. in Sociology at the University of California, Riverside, with emphases in criminology and sociological theory. He received his baccalaureate degree in Sociology from the University of Washington.
Craig Rawlings was an Institute for Education Science (IES) Postdoctoral Fellow at the Center for Education Policy Analysis (CEPA). He completed his B.A. in International Studies at the University of Oregon, his M.A. in Sociology from Rutgers University, and Ph.D. in Sociology from the University of California, Santa Barbara. His dissertation research was funded by the Social Science Research Council-Sloan Foundation and the National Science Foundation, and focused on organizational change and gender segregation in American higher education since the early 1970s. His work seeks to bridge structural and cultural explanations of how social actors (individuals, colleges, academic departments) influence one another. He is particularly interested in the ways that social networks and status inequalities help shape influence processes. With Dan McFarland, he is currently working on a number of projects concerning peer influences on faculty productivity, as well as the social and structural bases that facilitate the spread of knowledge between academic departments.
Michelle Reininger (firstname.lastname@example.org) is an Assistant Professor (Research) and the Executive Director of the Center for Education Policy Analysis. She returns to Stanford, where she received a PhD in the economics of education and an MA in economics, from her position as an Assistant Professor of Human Development and Social Policy and Learning Sciences at Northwestern University and a Faculty Fellow at the Institute for Policy Research. At Northwestern, Reininger studied the dynamics of teacher and principal labor markets including preparation, recruitment, and retention. She is currently involved in two longitudinal studies of the career paths of teachers and principals in the Chicago Public School System. Her work has been funded by the Spencer Foundation, the American Education Research Association, and the Joyce Foundation. A former chemistry teacher, Reininger has also received an MA in education policy from the University of Virginia.