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Gina Biancarosa (biancarosa@post.harvard.edu) Gina Biancarosa is a postdoctoral fellow at the Stanford University School
of Education's Institute for Research on Education Policy and Practice. She
earned her doctorate at the Harvard Graduate School of Education, where she received a Larsen Fellowship and a Spencer Research Training Grant. She has coauthored several policy reports on adolescent literacy, including Reading Next: A Vision for Action and Research in Middle and High School Literacy. She also
coauthored two books Informed choices for struggling adolescent readers: A research-based guide to instructional programs and practices and Afterschool education: Approaches to an emerging field. She has served on adolescent literacy advisory panels for the Carnegie
Corporation of New York, the Center for Applied Linguistics, the National School Boards Association, the New York City Department of Youth & Community Development, and the Louisiana Board of Regents, and she participated in the Strategic Education Research Partnership's efforts to describe the heterogeneity of struggling middle school readers in Boston Public Schools. Her dissertation research centered on the relationship between and measurement of reading fluency and reading comprehension. Currently Gina is participating in an analysis of the effect of Literacy Collaborative and of online supports on the development of teachers' practice and their students' literacy achievement and growth. Gina has a strong interest in how measurement approaches such as Rasch can improve the longitudinal study of literacy skills, especially reading fluency.
Marsha Ing (marshai@stanford.edu) Marsha is a postdoctoral fellow at the Stanford University School of Education's Institute for Research on Education Policy and Practice. She obtained a Bachelor's degree in Educational Psychology from the University of Hawaii and an MA and PhD from the Social Research Methodology Division at the University of California, Los Angeles (UCLA). Her research interests include methods for measuring and linking student performance and instructional opportunities, and increasing the instructional utility of student assessments. Her dissertation research utilized qualitative and quantitative methods to interpret student mathematics performance using information about instructional opportunities and instructional sensitivity. As a recipient of the Center for Assessment and Evaluation of Student Learning (CAESL) graduate student fellowship and research associate at the National Center for Research on Evaluation, Standards, and Student Testing (CRESST), Marsha worked on projects in the areas of assessment design and validation, program evaluation, collaborative learning, and classroom practice and has taught statistics at the undergraduate level and assisted with graduate courses on assessment, measurement, and statistics. Prior to returning to UCLA for her doctorate, Marsha worked on a longitudinal evaluation of after-school programs in California and analyzed student achievement data for several Hawaii elementary schools to facilitate discussion around student performance and classroom instruction. Marsha will work with Susanna Loeb on various projects on teaching and teacher education.
Ashlyn Nelson (ashlyn@stanford.edu) Ashlyn is a postdoctoral fellow at the Stanford University School of Education's Institute for Research on Education Policy and Practice. She also holds an appointment as a postdoctoral fellow with the Performance Assessment for California Teachers (PACT) project, jointly funded by the Carnegie and Spencer foundations. She obtained Bachelor's degrees in Business Administration and Economics from the University of Southern California (2001), and earned an MA in Economics (2003) and PhD in Economics of Education (2005) at Stanford. She is a recipient of the three-year Stanford Graduate Fellowship in Science and Engineering.
Ashlyn's research with PACT will analyze the relationships among teacher training program attributes, teacher characteristics, and student outcomes. Her research with IREPP will extend her dissertation studies, which focused on the relationship between access to credit and access to high-quality public schools. More specifically, her research analyzes the relationship between credit attributes (e.g., credit scores, debt levels, and mortgage
pricing) and residential sorting across school districts. Other research interests include the effect of credit card and student loan debt on college persistence rates, as well as the effects of housing affordability, debt load, and access to credit on teacher attrition. Ashlyn will work closely with Susanna Loeb and Linda Darling-Hammond for the IREPP and PACT appointments, respectively.
Before joining IREPP, Ashlyn was an Assistant Vice President of Credit Card Acquisitions with Bank of America, and served as Customer Advocate of IndyMac Bank, where she specialized in fair lending and mortgage prepayment modeling. She has also taught economics at the junior college level, and was a student teacher in Los Angeles Unified School District.
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