Emily is the Director of Special Education Curriculum at the Relay Graduate
School of Education. She received her M.A. from the Department in Sociology in 2008, focusing on urban education, special education, and economic stratification. Prior to her current position, Emily worked at Uncommon Schools in a variety of roles, including Director of Staff Development and Learning Support Coordinator. Prior to beginning her graduate studies, Emily was a teaching fellow in special education with the New York City Department of Education.
Julia is a professor with a joint appointment in Sociology and the School of Education at Johns Hopkins University, where she has been since 2014. She received her Ph.D. in Sociology from UChicago in 2014. Before arriving at Hopkins, Julia completed a postdoctoral fellowship at the Population Studies and Training Center at Brown University. Julia’s research, broadly, surveys the impact of neighborhood and school contexts in shaping educational inequality. Her dissertation, “Violent Crime and Achievement in Chicago: Neighborhoods, Peers, and Schools,” examined the impact of violent crime in neighborhoods and schools on student outcomes. More recently, she has focused on neighborhood demographic changes and the geography of school openings and closings, as well as subsequent changes in school-level achievement. Julia’s article on school violence was the winner of the 2014 James Coleman Award from the American Sociological Association for the best article in the Sociology of Education.
Andrew is currently a Senior Data Scientist at Intuit. He has recently created a spoken language classifier that records and identifies 19 different languages. Previously, he completed postdoctoral fellowships at the Educational Cognitive Neuroscience Lab at Stanford University, and in the Department of Psychology and Human Development at Vanderbilt University. As an IES fellow, Andrew received his Ph.D. from the Department of Psychology at UChicago in 2012. Andrew’s research gathers evidence from behavior, neuroimaging, and physiology in order to examine the educational implications of basic cognitive science. More specifically, he is interested in the cognitive and neural foundations of outcomes in mathematical education, typical and atypical trends in numerical development, and the impacts of negative affective reactions (such as math anxiety) on performance.
Danielis an Associate at Cornerstone Research Consulting. Cornerstone Research provides economic and financial analysis in all phases of commercial litigation and regulatory proceedings. Daniel received his Ph.D. from the Economics Department at UChicago in 2012, and his BA from Harvard University in 2004. Before his current position, Daniel worked on the Council of Economic Advisors. His research focuses on estimating teacher quality and developing best practices for teachers, as well as investigating the role of financial assistance in educational attainment. He also researches the role of schools and teachers in developing children’s non-cognitive skills.