Thomas A. Downes is an associate professor of economics at Tufts University. His research focuses on the evaluation and construction of state and local policies to improve the delivery of publicly-provided goods and to reduce inequities in the delivery of these services, with particular attention paid to public education. He has also pursued research on the roles of the public and private sectors in education provision. He has served on the board of AEFP, co-edited Education Finance and Policy, served on the Panel on Formula Allocations of the Committee on National Statistics of the National Academies, and consulted for many governments including New York and Massachusetts.
At-Large Members (Three positions)
Mark Long is Professor and Associate Dean for Research at the University of Washington's Evans School of Public Policy and Governance. Long received his PhD from the University of Michigan (Economics), a teaching credential via UCLA, and taught middle school math. Long is a long-term participant in AEFP and has served as Vice President, Executive Council, and Policy Council Member of the Association for Public Policy Analysis and Management, Co-Editor of the Journal of Policy Analysis and Management, and on the editorial boards of the Journal of Research on Educational Effectiveness and Educational Evaluation and Policy Analysis.
Madeline Mavrogordato is an Assistant Professor of K-12 Educational Administration in the College of Education at Michigan State University. She is also a core faculty member in the Education Policy and Economics of Education programs. Her research combines the power of large scale administrative data with qualitative data sources. She studies how education policies affect English learners and immigrant students and how to develop, evaluate and support school leaders. She is currently engaged in a project funded by the Institute of Education Sciences that examines principal evaluation policies. She is also exploring how English learners are being served by schools of choice. Her work has been published in Educational Evaluation and Policy Analysis, Educational Policy, and Educational Administration Quarterly, among other journals. She holds a Ph.D. in Leadership and Policy Studies from Vanderbilt University.
Christiana Stoddard is Professor in the Department of Agricultural Economics and Economics at Montana State University. Her research examines the effects of geographic and socioeconomic characteristics on school finance systems, education policy, student outcomes, and health behaviors and outcomes. This has included work on for-profit colleges, test-score gaps for disadvantaged students, the origins of the public school funding system and current charter school policy. She is also an expert on how broader labor markets influence teacher quality and both K-12 and higher education school policy. Her research has been published in leading economics journals, including the American Economic Review, Journal of Human Resources, Journal of Urban Economics, and Economics of Education Review, as well as peer reviewed interdisciplinary education journals such as Education Finance and Policy and Education Next.
Lesley J. Turner is an assistant professor of economics at the University of Maryland, faculty research fellow of the National Bureau of Economic Research, CESifo research affiliate, and a faculty associate of the Maryland Population Research Center. Her research applies theory and methods from labor and public economics to topics in education economics and broadly considers the role government should play in providing and financing education. She was awarded the Upjohn Institute Dissertation award for the best PhD dissertation in labor economics in 2012 and received the CESifo Distinguished Young Affiliate Prize in 2015.
Martin West is associate professor of education at the Harvard Graduate School of Education, a faculty research fellow at the National Bureau of Economic Research, and editor of Education Next, a journal of opinion and research on education policy. He is also deputy director of Harvard’s Program on Education Policy and Governance and a member of the Massachusetts Board of Elementary and Secondary Education. West studies the politics of K-12 education in the United States and how education policies affect student learning and social-emotional development. He previously worked as senior advisor to the ranking member of the Senate Committee on Health, Education, Labor, and Pensions, taught at Brown University, and was a research fellow and non-resident scholar at the Brookings Institution.
Michael Gottfried is an Associate Professor in the Gevirtz Graduate School of Education at the University of California Santa Barbara. His research focuses school absenteeism, students with disabilities, and high school career and technical education coursework (with an interest in STEM). His work in these areas has been funded by federal agencies such as NSF and NIH, and by foundations such as Spencer, Stuart, and Arnold. Additionally, he has co-edited several books, including When School Policy Backfires (Harvard Education Press, 2016) and Addressing Absenteeism (Harvard Education Press, forthcoming). Finally, Michael’s work is very much grounded in developing research-policymaker partnerships. For instance, his attendance work has been rooted in a partnership with US Senator Kamala Harris. His disabilities research has been in partnership with the CA Director of Special Education Kristin Wright. Michael holds a PhD and MA in Applied Economics from the University of Pennsylvania and a BA in Economics from Stanford University.
Government Affiliate (One position)
Cara Jackson is an evaluation specialist in Applied Research in Montgomery County Public School's Office of Shared Accountability, where she designs studies to inform district policies and conducts research on a variety of educational initiatives. Prior to joining MCPS, she was the Assistant Director of Research and Evaluation at Urban Teachers, a residency-based teacher preparation program, and a Strategic Data Project fellow through the Center for Education Policy Research. Cara also has experience as a classroom teacher in the Bronx and as a policy analyst at the U.S. Government Accountability Office. She received her doctorate in education policy at the University of Maryland in 2014.
Nathaniel Schwartz is the chief research and strategy officer for the Tennessee Department of Education. In this role, he leads the department’s research and strategic planning teams. Over the last five years, he has contributed to the launch of Tennessee Succeeds, a strategic plan and vision aimed at increasing postsecondary and career readiness for Tennessee’s one million students, and to the creation of the Tennessee Education Research Alliance, an innovative state-level research partnership with Vanderbilt University. He previously taught high school science in Illinois and Arkansas. He received his Ph.D. from the University of Michigan and his B.A. from Harvard College.
International (One position)
Abigail Payne is the Ronald Henderson Professor and the Director of the Melbourne Institute: Applied Economic & Social Policy at the University of Melbourne: a leading academic institute in Australia with more than 50 researchers. She moved to Australia in 2016 after having spent close to 15 years in Canada and another 10+ years as an academic and a lawyer in the US. Her research has involved studying school finance reform in the US, the effects of school choice on student performance, transitions from high school to post-secondary education, and various issues concerning research productivity and revenue generation by universities. Currently she is studying gender differences in post-secondary education participation. Abigail is known for her tenacity in seeking and transforming administrative data Canada, she established in 2002, PEDAL a secure research facility for housing and analyzing data. Abigail also works on issues to understand government policy and the effect of government grants on charitable giving.