City University of New York
Colin Chellman is University Dean for Applied Research, Evaluation, and Data Analytics at the City University of New York (CUNY). In this role, he oversees several inter-related yet distinct units within CUNY’s Office of Academic Affairs (OAA) — the Office of Testing; Institutional Research; Policy Research; Evaluation and Program Support; and Data Management and Analytics – which together employ over 80 staff. These units – collectively known as the Office of Applied Research, Evaluation, and Data Analytics (OAREDA) — conduct a wide variety of analyses to guide policy and evaluate academic programs and administrative processes at CUNY. OAREDA collects, manages, and organizes survey and administrative data to support the analytic and reporting needs of the CUNY system and its 25 component institutions. OAREDA analysts turn data into information in pursuit of student success, equity, upward mobility, institutional stability, and academic excellence.
Currently, Dr. Chellman’s own analytic work focuses on post-graduate student outcomes and – with the support of the Mellon Foundation, the Institute of Education Sciences (IES), and the Heckscher Foundation – transfer student success and the transfer process at CUNY. Before taking the role of Dean, he was Associate Dean and the founding Director of CUNY’s Office of Policy Research. As director, he established many of the lines of inquiry pursued by the office today, including the development of input-adjusted performance metrics for CUNY colleges. And — with Gates Foundation and federal IES support — he pursued a joint research agenda on college readiness with the New York City Department of Education and the Research Alliance for New York City Schools.
His work has been published in Education Week as well as peer-reviewed journals such as Economics of Education Review, Education Finance and Policy, TCRecord, Urban Affairs Review, Educational Policy, Education and Urban Society, Housing Policy Debate, and the Journal of the American Planning Association. He currently serves on the Board of Advisors for the Community College Research Center at Teachers College, and, from 2013-2016, he served on the board of the Association for Education Finance and Policy (AEFP).
Before joining CUNY, he was a Research Scientist at New York University’s (NYU) Institute for Education and Social Policy; an adjunct professor at NYU teaching courses in public policy, financial management, and public finance; and Research Manager for the Council on Economic Priorities. In 2006, he was the recipient of AEFP’s New Scholar Award. He holds an M.P.A. and a Ph.D. in Public Policy and Finance from NYU’s Wagner School, and a B.A. in International Relations/Political Science from Johns Hopkins University.
University of California, Irvine
Rachel Baker is an associate professor of education policy at The University of California, Irvine’s School of Education. In her research, she aims to increase access, persistence, and success in higher education for traditionally underserved groups. Rachel approaches this goal through two related lines of research: (a) understanding how various policies affect how college students make decisions about majors and transfer and (b) describing patterns of college enrollment by race and socio-economic status over time. She is on the editorial boards of Educational Evaluation and Policy Analysis and Research in Higher Education and serves as an associate editor at AERA Open. Her work has been supported by The National Science Foundation, The Spencer Foundation, and the Institute of Education Sciences. Rachel earned an MA in economics and a PhD in Education Policy from Stanford, has been an enthusiastic AEFP participant since 2013, and has served on the AEFP conference committee the past two years. Before getting involved in this research business, Rachel was an elementary school teacher.
University of Massachusetts Amherst
Sade is an Assistant Professor in the College of Education at the University of Massachusetts Amherst. She was the winner of the 2019 Outstanding Predoctoral Award winner of the Institute for Education Sciences and a 2018 NAEd/Spencer Dissertation Fellow. Her research focuses on the transformational capacity of education policy and programs to impact historically marginalized youth with a particular emphasis on high school to college and career transitions. She received her Ph.D. in the Economics of Education from Stanford University where she was affiliated with the Center for Education Policy Analysis. Prior to her doctoral studies she was a fellow with Albuquerque Public Schools through Harvard’s Strategic Data Project.
University of Connecticut
Morgaen Donaldson is Phillip E. Austin Endowed Professor of Education Policy and Leadership and Associate Dean for Research at the Neag School of Education, University of Connecticut. She also serves as director of the university’s Center for Education Policy Analysis, Research, and Evaluation and co-director of the Connecticut COVID-19 Education Research Collaborative, a statewide research-practice partnership. Her research focuses on educator evaluation, educator quality, labor relations, and human capital development at the school and district level. She is the author of Multidisciplinary Perspectives on Teacher Evaluation: Understanding the Research and Theory (Routledge, 2020) and her work has appeared in a range of publications including Education Finance and Policy, Educational Evaluation and Policy Analysis, Handbook of Research in Education Finance and Policy, American Educational Research Journal, and Educational Administration Quarterly. Morgaen has won the American Educational Research Association’s Division L (Politics and Policy) Outstanding Policy Report Award and Division A (Leadership) Early Career Award, and a National Academy of Education/Spencer Foundation post-doctoral fellowship. She holds an A.B. from Princeton University and an Ed.M. and Ed.D. from the Harvard Graduate School of Education.
I’m an Associate Professor of Education and of Economics at Boston University, where I work on issues of labor economics and education policy. My research focuses on quasi-experimental estimation of the impacts of educational interventions, with particular focus on postsecondary and STEM education. My work has been published in peer-reviewed outlets such as the Quarterly Journal of Economics, the Journal of Labor Economics, and Education Finance and Policy. It has also been cited in multiple White House reports and featured by the New York Times, the Washington Post, and National Public Radio. I serve as co-editor of the Journal of Policy Analysis and Management and am a research fellow at the National Bureau of Economic Research. Prior to starting my Ph.D., I was a public high school math teacher in Watertown, MA. I have long participated in AEFP and consider it the most impressive community of scholars and practitioners devoted to rigorous evidence on education policy. I’d be honored to continue strengthening that community and making it even more supportive to both existing and prospective members.
University of North Carolina – Chapel Hill
Ayesha K. Hashim (she/her/hers) is an Assistant Professor of Educational Policy and Leadership at the University of North Carolina – Chapel Hill. Her research focuses on district-level school reforms aimed at improving student achievement, including popular initiatives to (1) modernize instruction with technology, (2) expand school choice, and (3) improve human capital pipelines. A mixed-methods researcher, Dr. Hashim draws on theories from economics, sociology, and organizational change to study the impacts of reforms on teacher and student outcomes and surface leadership, organizational, and implementation conditions that inform reform success. Dr. Hashim’s work has been published in Education Finance and Policy, Economics of Education Review, Educational Evaluation and Policy Analysis, Computers and Education, American Journal of Education, and Peabody Journal of Education. She received the New Scholar Award in 2017 from the Association for Education Finance and Policy. Ayesha received her B.A. from Scripps College, Master’s in Public Policy and M.A. in Economics from the University of Southern California (USC), and her Ph.D. in Urban Education Policy from the Rossier School of Education at USC.
University of California – Santa Barbara
Carolyn Sattin-Bajaj is an Associate Professor in the Department of Education at the University of California, Santa Barbara. She uses qualitative and quantitative methods to examine barriers to educational access and equity for immigrant-origin youth and other historically underserved student populations. Her work includes qualitative studies of immigrant families’ school choice behaviors; experimental research to improve access to school choice information; case studies of school leaders’ responses to racism and xenophobia in schools and society; quantitative analyses of the impacts of immigration enforcement on students’ academic performance, school attendance, and social-emotional wellbeing; and research on the ways that teacher education programs prepare pre-service teachers to educate children in immigrant families. Carolyn is author of Unaccompanied Minors: Immigrant Youth, School Choice, and the Pursuit of Equity (Harvard Education Press, 2014) and Matching Students to Opportunity: Expanding College Choice, Access and Quality (co-editor with Andrew Kelly and Jessica Howell, Harvard Education Press, 2016). Her work has appeared in Educational Researcher, Sociology of Education, and Educational Policy, and she currently serves on the editorial boards of Educational Evaluation and Policy Analysis, Sociology of Education, and International Studies in Sociology of Education.
Rhode Island Department of Education
Krystafer Redden currently serves as the Associate Chief of Staff for System Transformation at the Rhode Island Department of Education. Prior to his current role, he served the department as a Transformation Specialist and as the COVID-19 Response Project Manager for Operations and Resources. Previously, he served the students of Rhode Island as a classroom teacher, teacher leader, and district administrator in Providence Public Schools, as well as an education policy fellow to Gov. Gina M. Raimondo. Before moving to Rhode Island, Krystafer worked in the Texas Legislature and served a gubernatorial appointment at the Texas Higher Education Coordinating Board. He holds dual bachelor’s degrees from the University of Houston, a master’s degree from Brown University, and a master’s degree from Rhode Island College; also, he is an alumnus of the Strategic Data Project Fellowship at the Center for Education Policy Research at Harvard University, as well as the IES Methods Program at the Center for Benefit-Cost Studies of Education at Teachers College, Columbia University. Raised by his single mother and sister, Krystafer is a fifth-generation Texan from a family of public-school educators; he currently lives in Providence, RI enjoying all the history, shoreline, and proximity that New England has to offer.
Consumer Finance Institute, Federal Reserve
Bank of Philadelphia
Dubravka Ritter is an Advisor and Research Fellow at the Consumer Finance Institute at the Federal Reserve Bank of Philadelphia. She joined the Bank in 2011 and studies how consumer credit markets influence economic opportunity, mobility, and equality. Her research focuses on higher education, education finance, discrimination in lending, and consumer financial protections relevant to education financing. Prior to joining the Philadelphia Fed, Dubravka was an economist at the consulting firm Charles River Associates, focusing on fair lending and other compliance analytics, as well as antitrust and intellectual property cases. Currently, Dubravka is examining the determinants and effects of high student loan burdens, the properties of income-contingent higher education financing, and the repercussions of debt-financed higher education.
Iliana Brodziak De Los Reyes
American Institutes for Research
Iliana Brodziak de los Reyes is a senior researcher at AIR where she has spent over 10 years applying quantitative methods to analyze key educational issues surrounding intervention effectiveness, funding equity, resource allocation and costs. Dr. Brodziak has partnered with state, federal and foundation clients to address questions related to evaluate strategies that promote student learning and close the achievement gap. Dr. Brodziak is currently leading an analysis of young Dual Language Learners in California (birth to 5) that evaluates a variety of early learning and care program strategies intended to promote learning and development. She also directs an evaluation of an intra-district funding distribution mechanism used by the Los Angeles Unified School District to enhance equity, the Student Equity Needs Index (SENI), which focuses on patterns of resource allocation under the SENI funds and its impact on student achievement. She previously led an analysis of the impact of the California Transitional Kindergarten Program on English learner students and directed a cost study of educational adequacy in California as part of the Stanford University Getting Down to Facts II Project. In the international arena, Dr. Brodziak led the cost analysis of a program designed to develop school readiness for children in rural areas in Cote d’Ivoire, Mozambique, and in Laos. She also led the cost study of a cash transfer program in Zambia. Finally, Dr. Brodziak also collaborates with CH’IELTIK A.C, a nonprofit organization in Chiapas, in her native Mexico, helping indigenous teachers in designing evaluation programs. Publications of her research can be found in the following peer-reviewed journals: Journal of Research on Educational Effectiveness, Early Childhood Research Quarterly, International Association for the Evaluation of Educational Achievement. Dr. Brodziak received her Ph.D. in International Comparative Education and an M.A. in Economics from Stanford University.
Jon Valant is a Senior Fellow in Governance Studies at the Brookings Institution and the Director of the Brown Center on Education Policy. He specializes in PK-12 education policy and politics. Much of his research examines inequities in U.S. schools and the policies that mitigate or exacerbate those inequities. This includes work on topics such as school choice, student discipline, and the barriers that keep families from accessing opportunities. He also studies the politics of education, examining issues related to public opinion, partisan politics, and the goals of public education. At Brookings, Jon helps to edit the Brown Center Chalkboard blog, which aims to improve the research and information available to decision-makers in education. He also works with local policymakers through research-practice partnerships in New Orleans and Washington, DC, and has virtually taught an education policy course at Stanford. His research has been published in a wide assortment of outlets, and he serves on the editorial boards of Educational Researcher and Educational Evaluation and Policy Analysis. His research and commentary has appeared in outlets such as The New York Times, The Economist, PBS NewsHour, and NPR. Jon holds a PhD (education) and MA (political science) from Stanford University, an MPP (public policy) from Harvard University, and an AB (philosophy / political science) from the University of Michigan.