Rachel is a Senior Researcher at the American Institutes of Research. She received her doctoral degree from the Harris School of Public Policy in 2010. At AIR,
Rachel serves as an analyst for the Department of Education’s Teacher and Leader Evaluation
System (TLES), where she analyzes data garnered from classroom observational frameworks. Her research interests include educator quality, policy and program evaluation, math learning, and the impact of children coming from multilingual households on educational trajectories, including the effects of instructional language. She received her undergraduate degree in economics from Barnard College, Columbia University, where she was the recipient of the Alena Wels Hirschorn Prize for outstanding paper in economics and was awarded the Certificate of Outstanding Achievement in German Language and Literature. Rachel has worked as a research assistant at the Spencer Foundation for Educational Research.
Devon Haskell Gorry
Devon is an Assistant Professor of Economics at Clemson University. She received her doctoral degree from the Department of Economics in 2012. Devon’s work is primarily in the field of applied microeconomics, education, and health. Her research interests, more specifically, are concernedwith investigation of the causation of disparities in educational outcomes and the effects of high school interventions, such as athletic participation, on these outcomes. In her recent research, Devon has also addressed the relationship between gun laws and mass public shootings. As an undergraduate, she studied at Dartmouth
College, graduating summa cum laude and receiving the Nelson Rockefeller prize for
outstanding work in the economics program.
Sally is an assistant professor of Economics in the Rady School of
Management at the University of California, San Diego. She earned her Ph.D. at UChicago’s
Economics Department in 2010, and did further research here as a postgraduate fellow. Sally’s research areas include applied microeconomics, behavioral economics, and
education/development. More specifically, Sally’s current work in education seeks to help close achievement gaps beginning with pre-kindergarten by developing a pre-kindergarten program which focuses on intense instruction and increasing of parental investment in young children. Before pursuing her Ph.D. work at UChicago, Sally pursued her undergraduate studies in Economics at Harvard University and taught mathematics at public and charter high schools in Northern California.
Ginger currently serves as a Senior Research Analyst at the American Institutes
for Research. She received her Ph.D. from the School of Social Service Administration. At AIR,
Ginger is a principal investigator on several Regional Educational Laboratory Southwest studies. Two of these studies constitute a broad investigation of the effects of Texas House Bill 5, on students’ mathematics course registration and completion. Stoker is the lead quantitative researcher on AIR’s investigation of effects of this bill, which made substantial changes to the state’s curriculum and graduation requirements. The studies are commissioned by the Texas Education Agency. Other work conducted by Ginger as a principal investigator for REL Southwest includes an examination of students’ noncognitive factors and their relationship to students’ transitions to high school in New Mexico. More broadly, Ginger’s work includes research study design, quantitative primary and secondary data analysis, program evaluation, and statistical modeling.