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Sean Reardon

Sean F. Reardon is professor of education and (by courtesy) sociology at Stanford University. His research focuses on the causes, patterns, trends, and consequences of educational and social inequality.

520 Galvez Mall
CERAS Building
5th Floor
Stanford California
United States

Email: sreardon@stanford.edu
Web: https://ed.stanford.edu/faculty/seanreardon

Matt Kasman

Matt Kasman is a research associate at the Brookings Institution Center on Social Dynamics and Policy. He received his doctorate in Educational Policy at Stanford University in 2014. Through both his doctoral research and work at Brookings he has gained extensive experience in applying complex systems approaches to educational policy analysis, public health topics, and biological systems. His current research interests include school choice, affirmative action in higher education, teacher labor markets, educational equity, tobacco regulatory policy, and childhood obesity prevention efforts.

1775 Massachusetts Ave. NW
United States

Email: mkasman@brookings.edu

Daniel Klasik

Daniel Klasik is an Assistant Professor of Higher Education in the Graduate School of Education and Human Development at George Washington University. He uses a wide range of quantitative methods to study higher education policy, focusing particularly on how students choose whether and where to attend college.

2134 G St NW
Washington, DC 20037
United States

Email: djklasik@alumni.stanford.edu

Rachel Baker

Rachel Baker is an assistant professor of educational policy at UC Irvine's School of Education. Rachel studies inequalities in access to and success in higher education using behavioral economic models of decision making and quasi-experimental and experimental methods. One of her main areas of focus is how the structure of online classes can affect student behavior and persistence. She has conducted field experiments in MOOCs examining student and faculty interactions in discussion forums and the effects of small structural changes to faculty communication on student persistence. She is working on projects at UCI to examine how online and hybrid classes affect student performance. Rachel also uses online tools in her own classes and is partnering with faculty across the UCI campus to examine best practices to encourage student learning and persistence. Another area of focus in Rachel’s research is policy in community colleges and broad-access four-year schools. Rachel has extensively studied how students and institutions responded to California's state-wide policy smoothing the transfer process between community colleges and the California State University system. Rachel has also examined the potential effects of race-and sex-based affirmative action policies using agent­-based simulations, and has conducted a descriptive study of community college students' knowledge of labor market outcomes. She works closely with the California Community Colleges and is a member of the research and planning group for that system. Rachel graduated with a BA in psychology and elementary education from Dartmouth College and holds an MA in economics and a PhD in education policy from Stanford University. Her professional experience includes teaching elementary school in the Marshall Islands, working as a literacy specialist at a school for the Deaf, and coordinating college readiness programming at The Steppingstone Foundation in Boston.

3200 Education
UCI School of Education
United States

Email: rachelbb@uci.edu
Web: http://education.uci.edu/faculty/index.php

Please direct correspondence about this article to Rachel Baker


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