Li Feng (Li.Feng@txstate.edu) is an Associate Professor in the Department of Finance and Economics at Texas State University. She is a Nonresident Fellow in the Brown Center on Education Policy Program at the Brookings Institution. She is also an Adjunct Economist with the RAND Corporation and an affiliated researcher with the National Center for Analysis of Longitudinal Data in Education Research. Her research interests include economics of education, labor economics, and health economics.
Su Jin Gatlin Jez is an Associate Professor of Public Policy and Administration at California State University, Sacramento. She is also a Faculty Fellow with EdInsights. Through her research and teaching, Dr. Jez aims to strengthen student access, persistence, and success in postsecondary education, particularly for traditionally underserved students.
Celeste Carruthers (firstname.lastname@example.org) is an assistant professor in the Department of Economics at the University of Tennessee with a joint appointment in the Center for Business and Economic Research. Her research centers on education policy with crossovers into public economics, labor economics, and economic history. Recent and ongoing projects examine the effect of financial aid on college choices, Southern school expenditures in the wake of women’s suffrage, and the conditional black-white wage gap as of 1940.
Amita Chudgar is an associate professor at Michigan State University’s College of Education. As a scholar Amita is committed to producing sophisticated, policy-relevant research that will help enhance educational equity in resource constrained environments. Most recently her research has focused on equity implications of school choice and on teacher distribution in developing countries. Amita trained in economics, development and education at Mumbai, Cambridge and Stanford respectively.
Hessel Oosterbeek (email@example.com) is professor of economics at the University of Amsterdam (the Netherlands) and fellow of the Tinbergen Institute (Amsterdam) and CESIfo (Munich). He is also affiliated with FLACSO in Ecuador. His primary fields of interest are economics of education, impact evaluation and development economics. His current research focuses on school assignment mechanisms and ability peer effects.
Min Sun (firstname.lastname@example.org) is an assistant professor in Quantitative Policy Research in the College of Education at the University of Washington, Seattle. Her recent work analyzes educator quality issues in K-12 schools. She has also been involved in a number of projects of examining information diffusion and policy implementation. Another area of her scholarly interests is the development of methodological applications and computing tools for social network analysis and causal inferences.
Kalena Cortes (email@example.com) is an Associate Professor at the Bush School of Government and Public Service at Texas A&M University, a Research Associate at the National Bureau of Economic Research, and a Research Fellow at the Institute for the Study of Labor (IZA). Her research focuses on issues of equity and access, in particular, identifying educational policies that help disadvantaged students at the K-12 and postsecondary levels. Her recent work includes the effects of double-dose algebra and course scheduling policies on student achievement, affirmative action policies in higher education, and the effect of legal status on college enrollment of immigrant youth. Cortes’ research has been funded by the Spencer Foundation, American Educational Research Association, Greater Texas Foundation, and the Institute of Education Sciences U.S. Department of Education. She received her Ph.D. in Economics from the University of California, Berkeley.
Lingyan Li (firstname.lastname@example.org) is an associate professor of education evaluation at Beijing Normal University’s School of Brain and Cognitive Sciences, and an assistant director of National Assessment Center for Education Quality, Ministry of Education, China (NAEQ). Her research interests focus on the school development policies, looking specifically at how principals' leadership affect the quality of school managements, and how reforms and school-based self-evaluations affect students’ living situation in schools.
Marianne (email@example.com) is an Associate Professor of Economics at UC Irvine; a Research Associate in the NBER programs on Children and Health Economics; a member of the Irvine Network on Interventions in Development; and a Research Fellow at IZA. Her research interests include economics of education, program evaluation, safety net programs and their impacts on the health and well-being of children and other disadvanted groups, and economic demography.
Robin (firstname.lastname@example.org) is a skillful evaluator of educational interventions with a special interest in how policies and programs can affect instructional quality and outcomes in elementary schools. She has extensive experience conducting evaluations of education reform initiatives, measuring educational outcomes, and analyzing student achievement and other outcome data. In addition to her substantive evaluation work, she is an expert in and publishes articles on evaluation methods. Much of her work focuses on strategically leveraging school reforms designed to maximize academic outcomes for children across all ethnic groups and income levels. Jacob joined the faculty of the School of Education and the Institute for Social Research (ISR) at the University of Michigan in 2006.