Erin Fahle (firstname.lastname@example.org) is a doctoral candidate in Education Policy at the Stanford Graduate School of Education. She will complete her Ph.D. in 2018, after earning a B.S. in Mathematics (2008) and a M.S. in Applied Mathematics and Statistics (2009) from Georgetown University. At Stanford, Erin has developed and applied complex statistical methods to study the variation in students’ educational experiences across the U.S., with a focus on understanding gender inequality in educational outcomes.
Erin has worked closely with Sean Reardon (Stanford University), Andrew Ho (Harvard University) and Benjamin Shear (University of Colorado at Boulder) to develop the Stanford Education Data Archive (SEDA). SEDA is the first publicly-available database of test score means for U.S. school districts that are comparable across states, which enables population-based studies of educational opportunity.
She has further used the SEDA data to enhance our understanding of gender achievement gaps within U.S. school districts. Her dissertation 1) maps male-female achievement gaps across the U.S. to isolate what types of districts have the largest gender disparities; 2) models how gender achievement gaps develop during elementary and middle school; and 3) analyzes how gender disparities among the highest achieving students during childhood predict gender disparities in the labor market.
Dissertation Title: Gender Disparities in U.S. Educational Achievement During Elementary and Middle School
Research interests: Education Policy, Quantitative Methods, Gender Studies, Sociology of Education
Ph.D. in Educational Policy, Stanford University (Expected 2018)
M.S. in Applied Mathematics and Statistics, Georgetown University, 2009
B.S. in Mathematics, Georgetown University, 2008
Stanford University - Center for Education Policy Analysis
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