Graduate Students

Leonardo Rosa

Leonardo (leonard7@stanford.edu) is a doctoral student in the Economics of Education at Stanford University. He holds an M.A. in Economics from University of Sao Paulo. His current research interests include teacher labor markets, early childhood education, education finance, and microeconometrics methods.

Elise Dizon-Ross

Elise Dizon-Ross (elised@stanford.edu) is a doctoral student in the Economics of Education program and an IES Fellow. She received a B.A. in Economics from Stanford University in 2007 and an M.P.P. from the Goldman School of Public Policy at UC Berkeley in 2011. Prior to beginning her doctoral studies, Elise worked with multiple nonprofit and public sector organizations to increase educational and employment opportunities for disadvantaged communities.

Angela Sun

Angela Sun (angela.sun@stanford.edu) is a doctoral student in Educational Policy and an IES Fellow. She attended University of Southern California and received a BA/MA in Economics in 2008 and an MS TESOL in 2010. Prior to Stanford, she taught ESL and Media Literary in Los Angeles and Chiba, Japan. Her research interests include higher education access and outcomes with a focus on low income and minority students.

Tamara Gilkes

Tamara (tgilkes@stanford.edu) is a doctoral candidate in the Sociology of Education program at Stanford University and an IES Fellow. She earned a BA in Sociology and Journalism from New York University in 2008 and a MS in Education from Lehman College in 2010. Prior to Stanford, she taught middle school science for five years in New York City. Her advisors are Anthony Antonio and Eric Bettinger. Her research interests include college access, racial inequality and social networks.

David Lang

David (dnlang86@stanford.edu) is a doctoral student in the Economics of Education program and an IES Fellow. He graduated from UCLA in 2008 with a B.A. in Economics & a B.S. in Actuarial Mathematics. Prior to his doctoral studies, David worked for five years as a research analyst at the Federal Reserve Bank of San Francisco. His research interests include higher education, online education, and quantitative methods in education research. At Stanford, David also obtained a master’s degree in Management Science and Engineering.

Mark Murphy

Mark (mmurph86@stanford.edu) is a doctoral student in Educational Policy at the Stanford Graduate School of Education and an IES Fellow. He earned his M.A. in Elementary Education from the University of New Mexico and his B.A. in Economics from the University of Michigan. Mark holds a New Mexico teaching credential and has taught math and social studies for the Zuni Public School District. Additionally, he has held positions as a Jesse M.

Ilana Horwitz

Ilana (ihorwitz@stanford.edu) is a doctoral student in Sociology of Education and Education & Jewish Studies at Stanford University as well as an IES Fellow. Her research examines the intersection of education and religion. Ilana holds an M.A. in International Education Development from Columbia University’s Teachers College, and a B.B.A in Business Administration from the Goizueta Business School at Emory University.

Josh Gagne

Josh (jgagne@stanford.edu) is a doctoral student in the Sociology of Education program at Stanford University. He is an IES fellow with a BA in Political Science from the University of Chicago. Josh is interested in using quantitative methods to identify policies and practices that level the educational playing field and promote the well-being of working class Americans. To date, his research has applied nonparametric weighting techniques to measure the causal effects of early English Language Learning programs.

Xavier J. Monroe

Xavier (monroexj@stanford.edu) is a doctoral student in Educational Policy, and both an IES and NSF Graduate Research Fellow, at Stanford University. He holds a Bachelor of Science in Civil Engineering and a Bachelor of Arts in History, with Minors in African Studies and Math Education, from the University of Florida. He obtained his Master of Arts in Educational Leadership & Policy from the University of Michigan. Xavier has served as an elementary school instructor, U.S.

Marlene Orozco

Marlene (morozco@stanford.edu) is a doctoral student in Sociology and an IES fellow. She also holds a B.A. from Stanford and an Ed.M. in Education Policy and Management from Harvard. Prior to returning to Stanford, she was a 4th grade lead teacher at a charter school in San Jose. Her research interests include the intersection of education and immigration, parental involvement and civic engagement in school movements.

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