|
Nicole Arshan (narshan@stanford.edu) is a first year doctoral student in the Sociology of Education with an interest in how the American education system reproduces or alleviates inequality, with particular focus on race, immigration and quantitative methodology. Nicole graduated from the College of William and Mary in 2000 with a BA in History and entered the doctoral 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. Nicole works with Sean Reardon and Susanna Loeb.
Allison Atteberry (acma@stanford.edu) is a doctoral student in the Administration and Policy Analysis program at Stanford University. She received her B.A. from the University of Chicago in Sociology and Political Science. Her academic interests involve research on strategies to improve learning opportunities for children in disadvantaged settings. In particular, Allison focuses on accountability policies in education, technological advancements in assessments of learning, and the development of professionalism and expertise in teaching in public schools. She also has a strong interest in quantitative methods and causal analysis.
Daphna Bassok (dbassok@stanford.edu) is a doctoral student in the Economics of Education program at Stanford University. She received her BA from the University of Michigan in Economics and History, and her MA at Stanford in Policy Analysis and Evaluation. Before coming to Stanford, Daphna taught kindergarten through second grade in Seattle, WA. Her research is focused on early childhood education-- with a particular interest in the impacts of center based care participation for low-income children and the policy implications of preschool expansion initiatives.
Tara Beteille (beteille@stanford.edu) is a doctoral candidate in the Economics of Education program at Stanford University and a Stanford Graduate Fellow. She received her Masters in Economics from the Delhi School of Economics in 2000. Prior to coming to Stanford, she worked with a large private sector bank in India for four years, managing their non-profit funding in elementary education. Her main research interests are in teacher labor markets. Among other things, she is currently studying the political lives of teachers in India with specific focus on the interaction between political variables and teacher accountability in rural schools.
Elena Grewal (etgrewal@stanford.edu) is a first year graduate student in the Economics of Education. In 2006, she received her BA with distinction in Ethics, Politics, and Economics, from Yale University. At Yale, she completed her senior thesis with Dr. Edward Zigler, exploring strategies to reduce the socio-economic achievement gap in the US education system. She was the recipient of the Michael Manzella Fellowship and also was awarded a grant from the George Walter Leitner Program in Political Economy for her work in India on the effects of decentralization on the implementation of the "Education for All" initiative. She spent this past year at IREPP as a research assistant, working closely with Susanna Loeb on the Getting Down to Facts project. In her free time she enjoys playing the piano, singing, and playing bridge.
Alicia Grunow (agrunow@stanford.edu) is a doctoral candidate 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 (hjhough@stanford.edu) is a doctoral student 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.
Luke C. Miller (lcmiller@stanford.edu) is a doctoral candidate in the Economics of Education at the Stanford University School of Education. He received his Bachelor's degree in Economics and Speech & Theatre at St. Lawrence University in Canton, New York, and his Master of Public Policy degree in Education, Social, and Family Policy at Georgetown University, and his Master's degree in Economics at Stanford. His research interests include teacher labor markets, rural education, and state and federal teacher policies. Before coming to Stanford, Luke was a research scientist at the American Institutes for Research and a research assistant at the Urban Institute in Washington, DC, where he conducted education policy research on magnet and small schools, standards-based instruction in mathematics, and comprehensive school reform. At IREPP, Luke's current work explores the principals' effects on teacher retention and assesses the schools' community on rural teacher labor markets.
Jeannie Myung (jeanniem@stanford.edu) is a doctoral candidate 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.
Stelios Orphanos (orphanos@stanford.edu) is a doctoral student in Administration and Policy Analysis at the Stanford University, School of Education. He received his BA in Education from the University of Cyprus in 1998 and a MA in Educational Administration from Harvard University in 2000. His main interests are teacher evaluation and incentives, school effectiveness, educational leadership and accountability. Before coming to Stanford he worked for five years as an elementary school teacher. Currently he is working with Linda Darling Hammond on a project comparing principals’ preparation across the states.
Maria (Cuky) Perez (cuky@stanford.edu) is a second year doctoral student in the Economics of Education program at Stanford University. She received her BA and professional degree in Economics at Pontificia Universidad Catolica de Chile. Prior to her doctoral studies, Maria worked as a Senior Research Scientist at the American Institutes for Research where she gained extensive experience directing evaluation projects on a range of educational areas, including state and federal accountability, education of English learners, and education finance. Maria served as project director for two studies that were part of the California School Finance Initiative, Getting Down to Facts. At Stanford, Maria is also pursuing a MA in economics with emphasis in econometric theory.
Joe Robinson (jpr@stanford.edu) is a PhD student in economics of education at Stanford University. His research interests include the educational experiences of language-minority children, differential effects of interventions, teacher labor markets, education finance, and quasi-experimental methods of determining causality. Prior to his doctoral studies, Joe taught in an urban school and researched education finance at a think tank. He has coauthored articles in the Peabody Journal of Education and the Journal of Education Finance. Joe received his BS in industrial and labor relations from Cornell University, and an MA in social sciences in education from Stanford. He is also pursuing an MA in economics. Website.
Karma Wilson (KarmaW@stanford.edu) is pursuing her doctorate in the Economics of Education and her Masters in Economics. She graduated with her Bachelor's degree in Economics from Stanford University in 2002. Before returning to Stanford, Karma taught high school mathematics for a public school in Boston, MA, and an alternative charter school in Chicago, IL. Karma works closely with Professor Sean Reardon.
|
