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Christopher Lubienski

Director; Professor of ºÚÁϳԹÏÍø Policy, IU School of ºÚÁϳԹÏÍø

Christopher Lubienski is a Professor of education policy and Director of the Center for Evaluation and ºÚÁϳԹÏÍø Policy at Indiana University. He is also an elected member of the National Academy of ºÚÁϳԹÏÍø, a fellow with the American ºÚÁϳԹÏÍøal Research Association, a fellow at the National ºÚÁϳԹÏÍø Policy Center, Guest Professor and Senior Research Fellow at the Center for Global Studies of ºÚÁϳԹÏÍøal Leadership and Collaboration at East China Normal University in Shanghai, and Adjunct Professor at Murdoch University in Western Australia, where he also served as Sir Walter Murdoch Visiting Professor. He was Fulbright Senior Scholar for New Zealand. His research focuses on education policy, reform, and the political economy of education, with a particular concern for issues of equity, access, and evidence use in policymaking.

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Paul Myers

Senior Evaluator and Associate Director

Paul Myers is Research Scientist and Associate Director at the Center for Evaluation and ºÚÁϳԹÏÍø Policy at Indiana University-Bloomington, where he serves as senior evaluation specialist. He is also a reviewer for Institute of ºÚÁϳԹÏÍø Sciences What Works Clearinghouse. For the past decade, he has served as an educational researcher and evaluator for state and local education associations as well as private philanthropic organizations and institutions of higher education. Dr. Myers earned his PhD in ºÚÁϳԹÏÍø Policy from the University of Illinois at Urbana-Champaign. Beyond his work in evaluation, his research interests include equity and access in educational markets.

Charlotte Agger

Assistant Professor, IU School of ºÚÁϳԹÏÍø

Charlotte Agger, PhD, is an assistant professor in the Counseling & ºÚÁϳԹÏÍøal Psychology department with an appointment in Human Development. Her research interests include psychological and contextual influences related to the schooling experiences of historically marginalized adolescents and emerging adults, particularly rural, Black, and LGBTQ+ students. She is interested in how family and school contexts, especially STEM-related contexts, interact with students' motivation, feelings of belonging, performance, and persistence across high school and into college.

Alexander Cuenca

Associate Professor, IU School of ºÚÁϳԹÏÍø

Alexander Cuenca, Ph.D. is associate professor of curriculum and instruction and coordinator for the Middle/Secondary Social Studies ºÚÁϳԹÏÍø program at Indiana University. His research focuses on social studies teacher education, the pedagogy of teacher education, and teacher education policy. Dr. Cuenca’s expertise has been featured in stories about teaching and teacher education in media outlets such as St. Louis Public Radio, Indiana Public Media, Associated Press, Scripps National Television Network, St. Louis Dispatch, and Indianapolis Star.

Janet R. Decker

Associate Professor, IU School of ºÚÁϳԹÏÍø

Janet R. Decker, J.D., Ph.D. is an Associate Professor at Indiana University’s School of ºÚÁϳԹÏÍø. She teaches school law courses to undergraduate, master's, doctoral, and law students. Dr. Decker researches legal and policy issues in special education, as well as the legal literacy of educators and administrators.

Sylvia Martinez

Associate Professor, IU School of ºÚÁϳԹÏÍø

Sylvia Martinez, Ph.D., is an associate professor jointly appointed in ºÚÁϳԹÏÍø Leadership and Policy Studies and in the Latino Studies Program in the College of Arts and Sciences, and the director of the Center for Research on Race and Ethnicity on Society. Her research focuses on Latino/a education, Latino/a ethnic identity development, and sociology of education issues more generally. Her past work examined whether Latino youth were academically challenged in their high school courses and whether students viewed these challenges as positive or negative. She also examines where and how Latino/a students get information about the college application process and how Latino ethnic identity among Latino/a undergraduates impacts participation at the Latino cultural center on campus.

Michele Moore

Clinical Assistant Professor, IU School of ºÚÁϳԹÏÍø

Dr. Michele Moore has a wide variety of experiences including over 23 years working with school districts. She has been a superintendent of Indiana School Districts for over 5 years as well as two years as Executive Director and CFO at Central Indiana ºÚÁϳԹÏÍøal Service Center. She also prepared budgets, conducted superintendent and board training and consulted in the area of school finance. She has been a licensed CPA since 1995, holding stints as a field examiner with the Indiana State Board of Accounts and in private practice consulting with nonprofits and individuals. Dr. Moore’s expertise is in financial management for schools, understanding and working in declining enrollment, and reviews of ADM and school transfers for Indiana School Districts.

Frank Perrone

Assistant Professor, IU School of ºÚÁϳԹÏÍø

Frank Perrone, PhD, is an assistant professor of educational leadership in the Department of ºÚÁϳԹÏÍøal Leadership and Policy Studies at Indiana University. His primary research interests include principal preparation and labor markets, education policy, and the principal’s role in teacher career trajectories.

Amy Pickard

Assistant Professor, IU School of ºÚÁϳԹÏÍø

Amy Pickard is an assistant professor in Indiana University's Adult ºÚÁϳԹÏÍø program and a qualitative researcher whose interests center on policy, equity, and instruction in adult literacy/adult basic education. Her years as an adult literacy teacher in a range of community settings led to her current research interests in the impact of federal and state policy on everyday practice. She is particularly interested in how marginalized adults define their own learning needs and how to support public policy and publicly-funded programs in meeting these needs.

Jennifer Rippner

Lecturer, IU School of ºÚÁϳԹÏÍø

Jennifer Rippner, Ph.D., J.D., is a lecturer in the Department of ºÚÁϳԹÏÍøal Leadership and Policy Studies at the IU School of ºÚÁϳԹÏÍø. She has spent most of her career leading and studying state education policy, including serving as a Governor's education advisor and as a Senior Legal and Policy advisor at a national law firm. Her research centers on the intersection of K-12 and higher education law, governance, and policy.

Dubravka Svetina Valdivia

Associate Professor, IU School of ºÚÁϳԹÏÍø

Dubravka Svetina Valdivia, Ph.D. is an Associate Professor of Qualitative & Quantitative Research Methodology, in the Department of Counseling and ºÚÁϳԹÏÍøal Psychology, School of ºÚÁϳԹÏÍø. She has expertise in educational assessment and psychological measurement, (multidimensional) item response theory, multi-stage testing, dimensionality assessment, differential item functioning/measurement invariance, and psychometric modeling, including Bayesian and cognitive diagnostic models.

Moaaz Hamid

Sr. Evaluation Analyst, IU School of ºÚÁϳԹÏÍø

Moaaz Hamid is a Ph.D. student in History, Philosophy, and Policy in ºÚÁϳԹÏÍø, specializing in ºÚÁϳԹÏÍø Policy Studies at Indiana University Bloomington. His research interests, stemming from his work in education development sector in Pakistan, are global education policy, non-state actors in education, and knowledge utilization in education policy sphere.

Steffi Elizabeth Thomas

Evaluation Analyst, IU School of ºÚÁϳԹÏÍø

Steffi Elizabeth Thomas is a PhD student in History, Philosophy and Policy in ºÚÁϳԹÏÍø, specialising in ºÚÁϳԹÏÍø Policy Studies at Indiana University Bloomington. Her experience in assessment design in the Global South and impact evaluations in India informs her research interests, which critically examine the role of NGOs and non-profits in influencing education policy through a social justice lens.

Kristin Schumacher

Evaluation Analyst, IU School of ºÚÁϳԹÏÍø

Kristin Schumacher is a PhD student in the History, Philosophy, and Policy in ºÚÁϳԹÏÍø program at Indiana University Bloomington. She is a lifelong Hoosier who hails from The Region, and a former middle school Reading teacher. Her research interests include, among many topics, the ideological underpinnings of school reform.

Leo W. Cavinder

Undergraduate Student Associate

Leo W. Cavinder is an undergraduate student majoring in Political Science and ºÚÁϳԹÏÍø Policy at Indiana University Bloomington. Published in the Journal of School Administration Research and Development (JSARD), his research focuses on K-12 grading practices, motivation, and graduation rates.

T. Jameson Brewer

Associate Professor, University of North Georgia

T. Jameson Brewer, Ph.D. is an associate professor of social foundations of education at the University of North Georgia, a fellow with the National ºÚÁϳԹÏÍø Policy Center, and a scholar at the Scholars Strategy Network. His research focuses on education policy, the impacts that privatization (e.g., vouchers, charter schools, homeschooling, and alternative teacher certification) have on public schools, and the role that political ideologies play in shaping discourse and practices surrounding education.

Yusuf Canbolat

Head of Statistics and Data Analysis Department, Turkish Ministry of National ºÚÁϳԹÏÍø

Yusuf Canbolat received his Ph.D. in education policy studies at Indiana University School of ºÚÁϳԹÏÍø, with a doctoral minor in econometrics at the School of Public and Environmental Affairs. His research focuses on educational equity, school choice, quantitative methods, and large-scale student assessments. He received Strategic Data Project Fellowship from the Harvard University Center for ºÚÁϳԹÏÍø Policy Research. He also received a summer fellowship from the Organization for Economic Co-operation and Development (OECD), and the National Assessment of ºÚÁϳԹÏÍøal Progress (NAEP) doctoral internship from the American Institute for Research.

Mark Chin

Assistant Professor, Vanderbilt University

Mark Chin is an Assistant Professor of ºÚÁϳԹÏÍø Policy and Inequality in the Department of Leadership, Policy, and Organizations at Vanderbilt University’s Peabody College. He studies how public education in the U.S. can help combat racial and socioeconomic inequality and uses rigorous quantitative methodology to identify the causal impacts of different policies, programs, and interventions in schools on students' outcomes. His current projects focus on school integration, school choice, racial bias in education, and how schools support the development of antiracist youth.

Elizabeth DeBray

Professor, University of Georgia

Elizabeth DeBray, Ed.D. is a professor in the department of LIfe Long ºÚÁϳԹÏÍø, Administration, and Policy at The University of Georgia. Her research interests include the politics of federal education policy, policy implementation, and interest group politics/policy networks.

Priya Goel

Assistant Professor, California State University, Dominguez Hills

Dr. Priya Goel is an assistant professor of education leadership and policy in the Faculty of ºÚÁϳԹÏÍø at California State University, Dominguez Hills. Her research examines the relationships between performance accountability policies, school culture, and the identities and practices of school leaders.

Huriya Jabbar

Associate Professor, University of Southern California

Huriya Jabbar is an associate professor of education policy at the Rossier School of ºÚÁϳԹÏÍø at the University of Southern California. Her research uses sociological and critical theories to examine how market-based ideas in PK-12 and higher education shape inequality, opportunity, and democracy in the U.S. She is currently studying school choice policy and school leaders' behavioral responses to competition; choice and decision-making in higher education; and teacher job choices, recruitment, and retention.

Jina Kim

Postdoctoral Fellow, Johns Hopkins University

Jina Kim earned a Ph.D. in ºÚÁϳԹÏÍø Policy Studies with a major concentration in education law, and a minor concentration in Geography. Her research interests center around equity in the education policy process, legislative effects on educational equity, and geospatial analysis of educational opportunity. Prior to pursuing her degree at Indiana University Bloomington, she worked at the National Assembly Research Service in South Korea as a research assistant.

Joel Malin

Professor, Miami University

Joel Malin is an Associate Professor of ºÚÁϳԹÏÍøal Leadership at Miami University. He is broadly interested in strengthening the connections between research, policy, and educational practice. His research primarily focuses on knowledge mobilization, the politics of education, and cross-sector collaboration.

Bekisizwe S. Ndimande

Professor, University of Texas at San Antonio

Bekisizwe S. Ndimande, Ph.D. is an Associate Professor of curriculum studies at The University of Texas at San Antonio. His research focuses on school choice and school desegregation policies, particularly the impact of such policies on Black communities in post-apartheid South Africa and beyond.

Laura Perry

Professor, Murdoch University

Laura Perry is Professor of ºÚÁϳԹÏÍø at Murdoch University in Perth, Western Australia. She draws on the fields of education policy, comparative education, and sociology of education to examine the causes and consequences of educational inequalities, as well as the policies that can ameliorate them. Particular research interests are educational marketization, school funding, school socioeconomic composition and segregation, and school stratification.

Amanda U. Potterton

Associate Professor, University of Kentucky

Amanda U. Potterton is an Assistant Professor in the Department of ºÚÁϳԹÏÍøal Leadership Studies in the College of ºÚÁϳԹÏÍø at the University of Kentucky. Her research centers on the impact of marketization and privatization initiatives (e.g., school choice) on impoverished, ELL, and special education students.

Emma Rowe

Senior Lecturer at Deakin University

Emma Rowe is an ARC DECRA Fellow and Senior Lecturer in ºÚÁϳԹÏÍø at Deakin University. Emma is a recipient of an Australian Research Council Discovery Early Career Researcher Award (DECRA) 2021-2024, studying venture philanthropy in public education. In 2022 she is a visiting Fulbright Scholar at the Center for Evaluation and ºÚÁϳԹÏÍø Policy, Indiana University. Emma’s work is interested in education policy and reform with a particular interest in how reforms improve educational equity.

Janelle Scott

Professor, University of California, Berkeley

Janelle Scott is a Professor at the University of California, Berkeley in the School of ºÚÁϳԹÏÍø. She holds the Birgeneau Distinguished Chair in ºÚÁϳԹÏÍøal Disparities, and is the Chair of the Race, Diversity, and ºÚÁϳԹÏÍøal Policy Cluster of the Othering and Belonging Institute. Her research explores the relationship between education, policy, and equality of opportunity, and centers on the racial politics of public education, the politics of school choice, marketization, and privatization, and the role of elite and community-based advocacy in shaping public education. Scott is a Fellow of the American ºÚÁϳԹÏÍøal Research Association and a Member of the National Academy of ºÚÁϳԹÏÍø. In 2017, she was awarded a Distinguished Faculty Mentor Award by the UC Berkeley Graduate Division, and in 2014, she was awarded a Distinguished Scholar Award by the American ºÚÁϳԹÏÍøal Research Association's Committee on Scholars of Color.

Federico Waitoller

Associate Professor, University of Illinois

Federico Waitoller is an associate professor at the department of special education at the University of Illinois. His research focuses on urban inclusive education. His work examines the experiences of students with disabilities with market-driven educational reforms and teacher learning and pedagogies for inclusive education. His latest book is Excluded by Choice: Urban Students with Disabilities in the ºÚÁϳԹÏÍø Marketplace by Teachers College Press. He is currently researching how parents of students with disabilities in Basque Country engage with school choice.

Ee-Seul Yoon

Associate Professor, University of Manitoba

Ee-Seul Yoon is an Associate Professor in the areas of ºÚÁϳԹÏÍøal Administration, Leadership, and Policy at the University of Manitoba in Winnipeg, Canada. Dr. Yoon’s scholarship is interdisciplinary, drawing from sociology, geography, and critical policy studies. Her research aims to better understand how the marketization and privatization of education impact equity, decolonization, and integration in Canadian education systems. Her doctoral dissertation received the AERA Social Context of ºÚÁϳԹÏÍø Division’s Distinguished Dissertation Award. Funded by Social Sciences and Humanities Council of Canada (SSHRCC), her post-doctoral work advanced a cutting-edge mixed-methods geospatial approach to understanding school choice inequity. Dr. Yoon is currently conducting two SSHRCC-funded studies that spatially examine the multiple inequities facing diverse learners and school leaders in the era of neoliberalism and market-based reforms. To see her publication list, visit her Google Scholar Profile.