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Emerging Scholar

Cameron Anglum

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Assistant Professor, School of Education, Education Policy and Equity, Saint Louis University

Areas of Interest

    About

    Cameron Anglum is an Assistant Professor in the Saint Louis University School of Education. He earned a Ph.D. in Education Policy with a certificate in Urban Studies from the University of Pennsylvania. His research and teaching concentrate on the economics of education policy and education finance, work which is centered on the study of policy and program effects witnessed by disadvantaged students and the school districts and governments that serve them. In particular, he uses quasi-experimental methods of quantitative analysis to examine how American governments at the local, state, and federal levels invest in inputs to public education, the largest public expenditure at the state and local levels. In 2018 he was awarded a National Academy of Education / Spencer Foundation Dissertation Fellowship and an Association for Education Finance and Policy New Scholar Award for his dissertation research examining school district debt issuance, credit constraints, and their relationships with school capital investments and educational inequality. His prior work has examined equity and adequacy considerations in school finance reforms, technology integration in urban schools, and reforms to school discipline policies. Anglum is an active member of the Association for Education Finance and Policy, the Association for Public Policy Analysis and Management, and the American Educational Research Association.

    Fellow

    Timothy J. Bartik

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    Senior Economist, W.E. Upjohn Institute

    Areas of Interest

      About

      Dr. Bartik’s research focuses on state and local economic development and local labor markets. This includes research on how early childhood programs affect local economies, and on job-creation programs. Bartik’s 1991 book, Who Benefits from State and Local Economic Development Policies? is widely cited as an important and influential review of the evidence on how local policies affect economic development. Bartik is co-editor of Economic Development Quarterly, the only journal focused on local economic development in the United States.

      Bartik’s recent work on economic development includes research developing a database on economic development incentive programs around the U.S. He has also developed a simulation model of incentives’ benefits and costs for local residents’ incomes, and how these benefits and costs vary with incentive design, local economic conditions, and how incentives’ budget costs are paid for.

      Emerging Scholar

      Peter Blair

      x

      Assistant Professor of Education, Harvard University

      Areas of Interest

        About

        Peter Blair is the Assistant Professor of Education at Harvard University. He graduated from the Wharton School at the University of Pennsylvania with his PhD in Applied Economics in 2015. His intellectual curiosity for economics developed from his experience as a young entrepreneur. As an Economics major at the College of the Bahamas, hisknowledge of the field grew in a more formal way. He received his undergraduate and graduate training in Theoretical Particle Physics at Duke University and Harvard University, which equipped him with the technical modelling tools to pursue graduate studies in Economics.

        Faculty Fellow

        Camille Zubrinsky Charles

        x

        Professor of Sociology, Africana Studies, and Education

        Walter H. and Leonore C. Anneberg Professor in the Social Sciences

        Director, Center for Africana Studies

        About

        Camille Z. Charles is Walter H. and Leonore C. Anneberg Professor in the Social Sciences, Professor of Sociology, Africana Studies, and Education, and Director of Center for Africana Studies in the School of Arts and Sciences. Her research interests are in the areas of urban inequality, racial attitudes and intergroup relations, racial residential segregation, minorities in higher education, and racial identity. 

        Selected Publications

        Kramer, Rory A., Brianna Remster, and Camille Z. Charles. In Press. “Black Lives and Police Tactics Matter.” Contexts, Summer: 20-25. (https://contexts.org/articles/black-lives-and-police-tactics-matter/).

        Charles, Camille Z, Rory Kramer, Kimberly Torres, Rachelle Brunn-Bevel. 2015. “Intragroup Heterogeneity and Blackness: Effects of Racial Classification, Immigrant Origins, Social Class, and Social Context on the Racial Identity of Elite College Students.” Race and Social Problems 7(4).
        Kramer, Rory, Ruth Burke, sand Camille Z. Charles. 2015. “When Change Doesn’t Matter: Racial Identity (In)consistency and Adolescent Well-being.” Sociology of Race and Ethnicity 1(2).

        Charles, Camille Z., Douglas S. Massey, Mary J. Fischer, and Margarita Mooney, with Brooke A. Cunningham, and Gniesha Y. Dinwiddie. 2009. Taming the River: Negotiating the Academic, Financial and Social Currents in Selective Colleges and Universities. Princeton, NJ: Princeton University Press.

        Charles, Camille Zubrinsky. 2006. Won’t You Be My Neighbor? Race, Class and Residence in Los Angeles. New York: Russell Sage. 

        Penn IUR Scholar

        Raj Chetty

        x

        William A. Ackman Professor of Public Economics, Harvard University

        Director of Opportunity Insights

        About

        Raj Chetty is the William A. Ackman Professor of Public Economics at Harvard University. He is also the Director of Opportunity Insights, which uses “big data” to understand how to give children from disadvantaged backgrounds better chances of succeeding. Chetty's research combines empirical evidence and economic theory to help design more effective government policies. His work on topics ranging from tax policy and unemployment insurance to education and affordable housing has been widely cited in academia, media outlets, and Congressional testimony.

        Chetty received his Ph.D. from Harvard University in 2003 and is one of the youngest tenured professors in Harvard's history. Before joining the faculty at Harvard, he was a professor at UC-Berkeley and Stanford University. Chetty has received numerous awards for his research, including a MacArthur “Genius” Fellowship and the John Bates Clark medal, given to the economist under 40 whose work is judged to have made the most significant contribution to the field.

        Selected Publications

        Raj Chetty, John N Friedman, Emmanuel Saez, Nicholas Turner, Danny Yagan, Income Segregation and Intergenerational Mobility Across Colleges in the United States, The Quarterly Journal of Economics, Volume 135, Issue 3, August 2020, Pages 1567–1633, https://doi.org/10.1093/qje/qjaa005

        Raj Chetty, Nathaniel Hendren, Maggie R Jones, Sonya R Porter, Race and Economic Opportunity in the United States: an Intergenerational Perspective, The Quarterly Journal of Economics, Volume 135, Issue 2, May 2020, Pages 711–783, https://doi.org/10.1093/qje/qjz042

        Alex Bell, Raj Chetty, Xavier Jaravel, Neviana Petkova, John Van Reenen, Who Becomes an Inventor in America? The Importance of Exposure to Innovation, The Quarterly Journal of Economics, Volume 134, Issue 2, May 2019, Pages 647–713, https://doi.org/10.1093/qje/qjy028

        Raj Chetty, Nathaniel Hendren, The Impacts of Neighborhoods on Intergenerational Mobility II: County-Level Estimates, The Quarterly Journal of Economics, Volume 133, Issue 3, August 2018, Pages 1163–1228, https://doi.org/10.1093/qje/qjy006

        Fellow

        Andrew Davidson

        x

        Founder and President, Andrew Davidson & Co.

        Areas of Interest

          About

          Andrew Davidson is a financial innovator and leader in the development of financial research and analytics. He has worked extensively on mortgage-backed securities product development, valuation and hedging. He is president of Andrew Davidson & Co., Inc., a New York firm specializing in the application of analytical tools to investment management, which he founded in 1992. Andrew was instrumental in the creation of the Freddie Mac and Fannie Mae risk-sharing transactions: STACR and CAS. These transactions allow Freddie Mac and Fannie Mae to attract private capital to bear credit risk, even as they remain in government conservatorship. Andrew is also active in other dimensions of GSE reform and has testified before the Senate Banking Committee on multiple occasions. Andrew also helped establish the Structured Finance Industry Group and served on the Executive Committee at its inception. He received an MBA in Finance at the University of Chicago and a BA in Mathematics and Physics at Harvard.

          Selected Publications

          Mortgage Valuation Models: Embedded Options, Risk, and Uncertainty with Alexander Levin, June 2014, Oxford University Press.

          Securitization: Structuring and Investment Analysis with Anthony Sanders, Lan-Ling Wolff and Anne Ching, Sep 2003, Wiley.

          Mortgage-Backed Securities: Investment Analysis and Advanced Valuation Techniques with Michael Herskovitz, Dec 1993, Probus.

          Fellow

          Derek Douglas

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          Vice President for Civic Engagement and External Affairs, University of Chicago

          Areas of Interest

            About

            Derek Douglas is Vice President for Civic Engagement and External Affairs at the University of Chicago. Douglas leads the University's local, national, and international urban development and civic engagement efforts. He also spearheads the University's efforts to work in partnership with the surrounding South Side neighborhoods, city, region, nation, and globe to advance urban economic development, enhance the quality of life for residents, and enrich the work of University faculty and students through research, education, and direct engagement. Previously, Douglas served as Special Assistant to President Barack Obama on the White House Domestic Policy Council (DPC) where he served as the principal architect of President Obama’s agenda to strengthen our nation’s cities and metropolitan regions.

            Faculty Fellow

            Vivian Gadsden

            x

            William T. Carter Professor of Child Development and Education

            Co-Faculty Director, Penn Early Childhood and Family Research Center

            Director, National Center on Fathers and Families

            Associate Director, National Center on Adult Literacy

            About

            Vivian Gadsden is the William T. Carter Professor of Child Development and Education. Her research interests focus on cultural and social factors affecting learning and literacy across the life-course and within families, particularly those at the greatest risk for academic and social vulnerability and her writing focuses on intergenerational learning. Her current projects include a longitudinal study on intergenerational learning within African-American and Latino families; a study of parent engagement in children’s early literacy; a study with young fathers in urban settings; a study on literacy, education, and health; a policy study on incarcerated parents and their families; and a study of children of incarcerated parents. She is participating in an NICHD-funded project (Dr. John Fantuzzo, principal investigator) on the development of an integrated Head Start curriculum.

            Selected Publications

            Gadsden, Vivian L., and Ezekiel J. Dixon-Román. 2017. “’Urban’ Schooling and ‘Urban’ Families: The Role of Context and Place.” Urban Education 52(4).

            Breiner, Heather, Morgan Ford, and Vivian L. Gadsden. 2016. Parenting Matters : Supporting Parents of Children Ages 0-8. Division of Behavioral and Social Sciences and Education; Board on Children, Youth, and Families; Committee on Supporting the Parents of Young Children.

            Southerland, Sherry A., Vivian L. Gadsden, Carolyn D. Herrington. 2014. “Editors’ Introduction: What Should Count as Quality Education Research?” Educational Researcher 43(1).

            Fantuzzo, John W. , Vivian L. Gadsden, and Paul A. McDermott. 2011. “An Integrated Curriculum to Improve Mathematics, Language, and Literacy for Head Start Children.” American Educational Research Journal 48(3).

            Faculty Fellow

            Pam Grossman

            x

            George and Diane Weiss Professor of Education

            School/Department

            Areas of Interest

              About

              Pam Grossman joined Penn as the Dean of the Graduate School of Education from January 2015 to July 2023. A distinguished scholar, she came to Penn from Stanford University’s School of Education, where she was the Nomellini-Olivier Professor of Education. At Stanford she founded and led the Center to Support Excellence in Teaching and established the Hollyhock Fellowship for early career teachers in underserved schools. Before joining Stanford, she was the Boeing Professor of Teacher Education at the University of Washington. She co-directs the Core Practice Consortium, a consortium of faculty from 11 different institutions that has been investigating pedagogies useful for helping novices learn to teach. She was elected to the National Academy of Education in 2009 and to the American Academy of Arts and Sciences in 2017. In addition to chairing the Board for the Spencer Foundation, she currently serves on the Board of the Carnegie Foundation for the Advancement of Teaching.

              Selected Publications

              Grossman, P., Cohen, J., Ronfeldt, M., & Brown, L. (2014).  The test matters: The relationship between classroom observation scores and teacher value added on multiple types of assessment. Educational Researcher, 43: 293-303

              Grossman, P., Cohen, J., & Brown, L. (2014).  Understanding instructional quality in English Language Arts: Variations in the relationship between PLATO and value-added by content and context.  In T. Kane, K. Kerr, & R. Pianta  (Eds.).  Designing teacher evaluation systems: New guidance from the  Measures of Effective Teaching project.  John Wiley & Sons.

              Grossman, P., Loeb, S., Cohen, J., & Wyckoff, J. (2013).  Measure for measure: The relationship between measures of instructional practice in middle school English Language Arts and teachers’ value-added scores.  American Journal of Education, 119(3), 445-470.

              Hill, H. & Grossman, P. (2013). Learning from teacher evaluations: Challenges and opportunities. Harvard Education Press, 371-384.

              Boyd, D, Grossman, P., Hammerness, K., Lankford, H., Loeb, S., & Ronfeldt, M. (2012). Recruiting effective math teachers: Evidence from New York City.  American Educational Research Journal. 49 (4), 1008-1047.

              Faculty Fellow

              Kathleen Hall

              x

              Associate Professor of Education and Anthropology

              Chair, Literacy, Culture, and International Education Division

              About

              Kathleen Hall is Associate Professor of Education and Anthropology in the Education, Culture, and Society Division and Chair of the Literacy, Culture, and International Education Division in the Graduate School of Education with a secondary appointment in the Department of Anthropology. She is a member of the graduate groups in Sociology, Folklore, Social Policy & Practice, and South Asia Studies and is affiliated with the Urban Studies and Asian American Studies programs. She received the Michael Katz Excellence in Teaching Award in the Urban Studies Program in 2001 and the Provost’s Award for Distinguished Ph.D Teaching and Mentoring in 2009. Her research and publications focus on immigration, citizenship, racial and class inequality, and national incorporation in the United Kingdom and the United States; the politics of knowledge in public sector policy and governance; risk management, human rights, and anti-terrorism law in the United Kingdom; and concepts of “global citizenship” and related efforts to “internationalize” K-16 education in the U.S. and the U.K. Before joining the GSE faculty in 1995, Hall was a postdoctoral Fellow at Chapin Hall Center for Children at the University of Chicago, where she conducted research on community-based poverty initiatives. 

              Selected Publications

              Stambach, Amy and Kathleen D. Hall, eds. 2017. Anthropological Perspectives on Student Futures: Youth and the Politics of Possibility. Palgrave Macmillan.

              Hall, K. D. 2012. “Security and the Risk Management State: British Anti-Terrorism Policies After 7/7.” In Politics, Publics, Personhood: New Ethnographies at the Limits of Neoliberalism, edited by C. Greenhouse. Philadelphia: University of Pennsylvania Press. 

              Hall, K. D. 2009. British Sikh Lives Lived in Translation. Everyday Life in South Asia, 2nd Edition. Bloomington: University of Indiana Press.

              McDermott, R., and K.D. Hall. 2007. “Scientifically Debased Research on Learning, 1854-2006.” Anthropology and Education Quarterly 38(11): 82-88.

              Penn IUR Scholar

              Paul A. Jargowsky

              x

              Professor of Public Policy and Director, Center for Urban Research and Urban Education, Rutgers University

              Areas of Interest

                About

                Paul A. Jargowsky is Professor of Public Policy and Director, Center for Urban Research and Urban Education at Rutgers University. His primary areas of research focus on racial and economic segregation, the impacts of economic and spatial inequality, and the origins and consequences of exclusionary suburban development patterns. Prior to his position as Professor of Public Policy at Rutgers University, he was the Project Director for the New York State Task Force on Poverty and Welfare Reform and was also involved in fair housing and desegregation litigation as a consultant and expert witness. Jargowsky contributed to the report of the Task Force, The New Social Contract: Rethinking the Nature and Purpose of Public Assistance, which was extremely influential in reshaping the welfare reform debate. His book Poverty and Place was recognized as the “Best Book in Urban Affairs Published in 1997 or 1998” by the Urban Affairs Association.

                Selected Publications

                Jargowsky, Paul A. and Beth Rabinowitz. Forthcoming. “Rethinking Coup Risk: Rural Coalitions and Coup-proofing in Sub-Saharan Africa. Armed Forces and Society.”

                Jargowsky, Paul A., 2016. “Are Minority Neighborhoods a Disaster? Commentary, Race and Inequality.” Century Foundation. 

                Jargowsky, Paul A. and Jeongdai Kim. 2009. “The Information Theory of Segregation: Uniting Segregation and Inequality in a Common Framework, Research on Economic Inequality.” 17: 3-31.

                Kim, Jeongdai and Paul A. Jargowsky. 2009. “The GINI Coefficient and Segregation on a Continuous Variable.” Research on Economic Inequality, 17: 1129-1151.

                Jargowsky, Paul A. 2003. “Stunning Progress, Hidden Problems: The Dramatic Decline of Concentrated Poverty in the 1990s.” Washington, DC: The Brookings Institution.

                Jargowsky, Paul A. 1997. “Poverty and Place: Ghettos, Barrios, and the American City.” New York: Russell Sage Foundation.

                Affiliated PhD Student

                Elaine Leigh

                x

                Doctoral Candidate, Graduate School of Education, University of Pennsylvania

                School/Department

                Areas of Interest

                  About

                  Elaine Leigh is a first-year Ph.D. Student in Higher Education at Penn GSE. Her research interests include college access and success, diversity in higher education, and K-16 state and federal policies impacting educational preparation pipelines. Previously, Elaine was Director of Support Services at Steppingstone Scholars, a Philadelphia nonprofit that prepares educationally underserved students for college and career success. In this role, Elaine developed and led several key initiatives including an annual citywide college conference, two summer academic learning programs, and school-year programming involving tutoring, mentoring, career development, college readiness, and individual college counseling. As a Teach For America alumna, Elaine began her career in education teaching middle school science in the School District of Philadelphia and also served as a college counselor for ASPIRA’s TRIO Talent Search program. Additionally, Elaine stays engaged in the Philadelphia community as a board member for SEAMAAC, an immigrant and refugee social service agency, and has previously served on the boards of PhilaSoup and The Spruce Foundation. A native of Seattle, WA, Elaine holds a B.A. in Psychology from the University of Washington and M.S.Ed. in Urban Education from the University of Pennsylvania.

                   

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