Doctoral Candidate in Anthropology and Education, University of Pennsylvania
Irteza Binte-Farid is a doctoral student in Anthropology and Education at the University of Pennsylvania. Her research explores the experience of Muslim youth in Philadelphia high schools and religious spaces. She is particularly attuned to scholarship at the intersection of urban education, religion, and race. Irteza is also interested in the education of secondary history teachers and in particular how teacher education programs in urban areas approach the teaching of history in culturally diverse classrooms that include Muslim students of color.
Doctoral Candidate in Education Policy, University of Pennsylvania
Cameron Anglum is a Ph.D. candidate in Education Policy at the University of Pennsylvania. He pursues an interdisciplinary line of research in economics of education, school finance, and urban public policy focused particularly on policy effects experienced by disadvantaged students and the communities that serve them. In particular, Cameron uses quasi-experimental methods of analysis to examine how American governments at the local, state, and federal levels invest in inputs to K-12 public education, the largest public expenditure at the state and local levels. His prior work has examined equity and adequacy considerations in school finance reforms, technology integration in urban schools, and reforms to school discipline policies. His dissertation research examines school district debt issuance, credit constraints, and their relationships with school capital investments, investments which have been shown to improve a range of important public policy outcomes. Previously, Cameron earned a B.A. in Economics and an M.S.Ed. in Education Policy both from the University of Pennsylvania.
Timothy J. Bartik
Senior Economist, W.E. Upjohn Institute
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.
Assistant Professor, John E. Walker Department of Economics, Clemson University
Peter Blair is Assistant Professor of Economics at Clemson 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.
Anthony P. Carnevale
Director and Research Professor, Georgetown University Center on Education and the Workforce
Anthony P. Carnevale is Director and Research Professor at the Georgetown University Center on Education and the Workforce, and an internationally renowned authority and scholar on education, training and employment. Earlier in his career, Carnevale founded and became President of the Institute for Workplace Learning, where he remained for ten years. Carnevale also was Director of Human Resource and Employment Studies at the Committee for Economic Development where he was appointed by President Clinton to Chair the National Commission on Employment Policy. Carnevale co-authored the principal affidavit in Rodriguez v. San Antonio, a national Supreme Court action to reform unequal tax burdens and education benefits. This historic case resulted in significant fiscal reforms in a wide variety of important states, and remains prevalent to this day.
Carnevale, Anthony P., Nicole Smith, and Jeff Strohl. 2012. Postsecondary Education and Economic Opportunity. In Preparing Today’s Students for Tomorrow’s Jobs in Metropolitan America, 93-120. Philadelphia: University of Pennsylvania Press.
Carnevale, Anthony P. and Susan Carol Stone. 1995. The American Mosaic: An In-Depth Report on the Future of Diversity at Work. New York: McGraw-Hill.
Carnevale, Anthony P. and Leila J. Gainer and Ann S. Meltzer. 1990 (1st ed). Workplace Basics: The Essential Skills Employers Want. Jossey-Bass Business and Management Series. San Francisco: Jossey-Bass.
Carnevale, Anthony P. 1991 (1st ed). America and New Economy: How New Competitive Standards are Radically Changing American Workplaces. Jossey-Bass Business and Management Series. New York: Wiley.
Camille Zubrinsky Charles
Professor of Sociology; Walter H. and Leonore C. Anneberg Professor in the Social Sciences
Chair, Department of Africana Studies
Areas of Interest
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 the 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.
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.
President, Andrew Davidson & Co.
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.
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.
Vice President for Civic Engagement, University of Chicago
Derek Douglas is Vice President for Civic Engagement at the University of Chicago. Douglas leads the university’s local, national, and international urban development and civic engagement efforts to enhance the quality of life for local residents and enrich the work of 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.
William T. Carter Professor of Child Development and Education
Director, National Center on Fathers and Families
Associate Director, National Center on Adult Literacy
Areas of Interest
Vivian Gadsden is the William T. Carter Professor of Child Development and Education, Director of the National Center on Fathers and Families, and Associate Director of the National Center on Adult Literacy at the Graduate School of 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.
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).
Dean, George and Diane Weiss Professor of Education, Graduate School of Education, University of Pennsylvania
Pam Grossman joined Penn as the Dean of the Graduate School of Education in January 2015. 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. Dr. Grossman serves on the boards of some of the nation’s foremost organizations for promoting rigorous educational research and teacher excellence. She was elected to the National Academy of Education in 2009 and currently sits on the Academy’s Board of Directors. She is Vice Chair of the Spencer Foundation Board of Directors and is an incoming member of the Board of the Carnegie Foundation for the Advancement of Teaching. She also served as Member at Large and Vice President of the Division on Teaching and Teacher Education for the American Educational Research Association.
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.
Associate Professor of Education and Anthropology
Chair, Literacy, Culture, and International Education Division
Areas of Interest
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.
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.
Shaun R. Harper
Executive Director, Southern California Center on Race & Equity
Shaun R. Harper was Associate Professor and Director of the Center for the Study of Race and Equity in Education in the Higher Education Division of the Graduate School of Education. He now acts as Founding Executive Director for the Southern California Center on Race & Equity. His research examines race and gender in higher education, Black male college access and achievement, and college student engagement. He has published eleven books and more than eighty peer-reviewed journal articles and other academic publications. His research has been praised by the Association for the Study of Higher Education (2008 Early Career Award); the National Association of Student Personnel Administrators (2010 Outstanding Contribution to Research Award, 2012 Robert H. Shaffer Award for Faculty Excellence, and 2013 Pillar of the Profession); and the American Educational Research Association (2010 Division G Early Career Award). He is principal investigator of the New York City Black and Latino Male High School Achievement Study.
Harper, Shaun R., E.J. Smith, and C.H.F. Davis III. Forthcoming. A critical race case analysis of Black undergraduate student success at an urban university. Urban Education.
Harper, Shaun R and J. Luke Wood. 2014. Advancing Black Male Student Success from Preschool through Ph.D. Stylus Publishing.
Harper, Shaun R. 2013. Am I My Brother’s Teacher? Black Undergraduates, Peer Pedagogies, and Racial Socialization in Predominantly White Postsecondary Contexts. Review of Research in Education, 37: 183-211.
Schuh, John H., Susan R. Jones, and Shaun R. Harper. 2011. Student Services: A Handbook for the Profession (5th edition). San Francisco: Jossey-Bass.
Harper, Shaun R. 2012. Race without Racism: How Higher Education Researchers Minimize Racist Institutional Norms. The Review of Higher Education, 36(1): 9-29.
Harper, S. R., and C. H. F. Davis III. 2012. They (Don’t) Care about Education: A Counternarrative on Black Male Students’ Responses to Inequitable Schooling. Educational Foundations, 26(1), 103-120.