Elizabeth is an Assistant Professor in Psychology at Temple University. She received her doctorate from the Department of Psychology in 2012. Elizabeth investigates the cognitive and socio-emotional factors affecting the academic achievement of young children, especially in the field of mathematics. She is currently investigating how verbal interactions facilitate the development of number concepts in presechoolers and the relation between visuo-spatial skills and a child’s early number knowledge. In addition, she is investigating how teacher’s and children’s anxieties influence students’ math outcomes, and how the children’s own beliefs about the plasticity of their math and reading abilities affect their achievement motivation.
Daniel is an Assistant Professor at Yeshiva University. He received his doctoral degree from the Department of Sociology in 2016. His research focuses on education, violence, and health, with a particular interest in how violence in schools affects student health and academic outcomes later in life. At Yeshiva, Daniel has taught extensively, including designing a course “Violence, Schools, and Education” for Yeshiva’s Core Curriculum. He has won fellowship awards from the American Education Research Association and the National Academy of Education / Spencer Foundation. Daniel received his undergraduate degree from the University of Chicago and his A.M. from the University of Chicago’s Master of Arts Program in the Social Sciences.
Daniel is an Assistant Professor at the Andrew Young School of Policy Studies at Georgia State University, having previously completed a Postdoctoral Fellowship at the University of Michigan. He received his doctoral degree from the Harris School of Public Policy in 2012. His research interests include studying race gaps in educational attainment, language, and earnings and the effects of parental language and childcare on early language acquisition. Daniel received his undergraduate degree from Tulane University and his Masters in Public Policy at the University of Chicago. Prior to coming to the University, Daniel taught high school English and Literature in New Orleans for three years.
Amy is a Senior Researcher at American Institutes for Research. She received her doctoral degree from the School of Social Service Administration in 2013. While working as a tutor/mentor at Cabrini Connections, an after-school program for high school students who live in public housing in Chicago, Amy developed an interest in using research to assess and improve policies and programs that impact the well-being of vulnerable children and families. She has investigated racial/ethnic disparities in college completion rates and if there is a benefit for African American students who attend historically black colleges and universities. Amy received her undergraduate degree from Northwestern and an AM in Social Service Administration from the University of Chicago.
Gerardo is an Assistant Professor in the Department of Psychology at the University of California, Los Angeles. He received his doctoral degree from the Department of Psychology in 2013. Dominic won the prestigious IES Outstanding Pre-Doctoral Fellow Award for 2013-14. His research interests include investigating working memory and attention in order to understand the factors that lead to poor test performance. He also studies what can be done to give students a measure of resiliency against choking under pressure and the cognitive mechanisms underlying math anxiety in early elementary school. Gerard received his undergraduate degree from California State University, Northridge.
Matthew is an Assistant Professor of Education at the University of Pennsylvania. He received his doctoral degree from the Harris School of Public Policy in 2012. His research interests include urban school organization, educational privatization, market-based educational reforms, how adolescents allocate their out-of-school time in the after-school hours, and the manner in which participation in extended learning opportunities affects student academic achievement. Matthew was a New York City Teaching Fellow, having taught 5th grade for three years in a low-income New York City community. During his tenure as a teacher, he completed a MS in Education from the City College of New York and founded a non-profit tutoring company providing individualized tutoring services to low-income students. He received his undergraduate degree from the University of Virginia and a Masters in Public Affairs from the University of Wisconsin-Madison.