People

Penn IUR is affiliated with more than 200 experts in the field of urbanism. Its Faculty Fellows program identifies faculty at the University of Pennsylvania with a demonstrated interest in urban research; the Penn IUR Scholars program identifies urban scholars outside of Penn; and the Penn IUR Fellows program identifies expert urban practitioners. Together, these programs foster a community of scholars and encourage cross-disciplinary collaboration.

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Faculty Fellow

Laura Perna

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GSE Centennial Presidential Professor of Education

Vice Provost for Faculty

Executive Director, Penn AHEAD

School/Department

Areas of Interest

    About

    Laura Perna is Centennial Presidential Professor of Education in the Graduate School of Education and Founding Executive Director of the Alliance for Higher Education and Democracy (Penn AHEAD). She is past chair of the Faculty Senate at the University of Pennsylvania, chair of the Higher Education Division of the Graduate School of Education, faculty fellow of the Institute for Urban Research, faculty affiliate of the Penn Wharton Public Policy Initiative, and member of the advisory board for the Netter Center for Community Partnerships. She holds bachelor’s degrees in economics and psychology from the University of Pennsylvania, and earned her master’s in public policy and Ph.D. in education from the University of Michigan. She has held leadership positions in the primary national associations in the field of higher education administration. Dr. Perna served as President of the Association for the Study of Higher Education (ASHE) from 2014 to 2015 and Vice President of the American Educational Research Association’s Division J (Postsecondary Education) from 2010 to 2013 and now is a member of the AERA Grants Governing Board. Her research examines the ways that social structures, educational practices, and public policies promote and limit college access and success, particularly for individuals from lower-income families and racial/ethnic minority groups.

    Selected Publications

    Perna, L.W., ed., 2018. Taking it to the streets: The role of scholarship in advocacy and advocacy in scholarship. Baltimore, MD: Johns Hopkins University Press.

    Perna, L.W., and N. Hillman, eds. 2017. Understanding student debt: Who borrows, the consequences of borrowing, and the implications for federal policyThe ANNALS of the American Academy of Political and Social Science 671.

    Cahalan, M., L.W. Perna, M. Yamashita, R. Ruiz, and K. Franklin. 2017. Indicators of higher education equity in the United States: An historic trend report. Washington, DC: The Pell Institute of the Council for Opportunity in Education and the Alliance for Higher Education and Democracy.

    Perna, L.W. and R. Ruiz. 2016. “Technology: The solution to higher education’s pressing problems?” In American Higher Education in the Twenty-First Century, edited by P. Altbach, P. Gumport, and M. Bastedo.. Baltimore, MD: Johns Hopkins University Press.

    Perna, L.W. 2016. “Throwing down the gauntlet: Ten ways to ensure the future of our research.” Review of Higher Education: 319-338.

    Perna, Laura. 2012. Preparing Today’s Students for Tomorrow’s Jobs in Metropolitan America: The Policy, Practice, and Research Issues. Philadelphia, PA: University of Pennsylvania Press. 

    Fellow

    Aromar Revi

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    Director, Indian Institute for Human Settlements (IIHS)

    Areas of Interest

      About

      Aromar Revi is Director of the Indian Institute for Human Settlements (IIHS) India’s prospective independent national University for Research & Innovation addressing its challenges of urbanisation, through an integrated programme of education, research, practice and training. He is an alumnus of IIT-Delhi and the Law and Management Schools of the University of Delhi. He is also a Fellow of the India-China Institute at the New School University, New York.

       

      Fellow

      Claire Robertson-Kraft

      x

      Founder and Director, ImpactED

      School/Department

      Areas of Interest

        About

        Claire Robertson-Kraft earned her Ph.D. in education policy and is currently the Founder and Director of ImpactED at The University of Pennsylvania. She is the co-editor of A Grand Bargain for Education Reform: New Rewards and Supports for New Accountability (Harvard Education Press, 2009), which provides a comprehensive framework for evaluating, compensating, and developing teachers. Her research focuses on how these policies influence teachers’ motivation, effectiveness, and retention.

        After graduating from undergrad at Penn in 2004, Claire worked with Teach For America in Houston, first as a third grade teacher and then as a program director supporting elementary and special education teachers. It was during her time as a classroom teacher that she built the passion she has today for working in urban education. Claire is also very active in the civic community. She is the Co-Founder and current President of PhillyCORE Leaders and serves on the boards of Youth Build Philadelphia, Leadership Philadelphia and WHYY. In 2011, she was selected as one of the New Faces of Philly by Philadelphia Magazine, and in 2013, she received the Forum Award for Emerging Executive Women. 

        Selected Publications

        Robertson-Kraft, C. (2014). Teachers’ motivational responses to new evaluation policies. Paper presented at the 2014 Annual Meeting of the American Educational Research Association, Philadelphia, Pennsylvania.

        Robertson-Kraft, C., & Duckworth, A. L. (2014). True grit: Trait-level perseverance and passion for long-term goals predicts effectiveness and retention among novice teachers. Teachers College Record.

        Cucchiara, M., Rooney, E., & Robertson-Kraft, C. (2013). I’ve never seen people work so hard! Teachers’ working conditions in the early stages of school turnaround.  Urban Education Journal.

        Robertson-Kraft, C. (2013). Professional unionism: Redefining the role. In M. B. Katz, & M. Rose (Eds.), Public education under siege. Philadelphia, PA: University of Pennsylvania Press. 

        Hershberg, T., & Robertson-Kraft, C. (Eds.). (2009). A grand bargain for education reform: New rewards and supports for new accountability. Cambridge, MA: Harvard Education Press.

        Penn IUR Scholar

        Jesse Rothstein

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        Professor of Public Policy and Economics, University of California Berkeley

        Areas of Interest

          About

          Jesse Rothstein is Associate Professor at the Goldman School of Public Policy and the Department of Economics at the University of California, Berkeley and a research associate of the National Bureau of Economic Research. His research spans topics including local public finance, school and teacher accountability and performance measurement, higher education admissions, racial gaps in educational and economic outcomes, and tax and transfer policy. From 2003 to 2009, Rothstein was an Assistant Professor of Economics and Public Affairs at Princeton University. In 2009-2010, he served as Senior Economist for labor and education at the Council of Economic Advisers and then as Chief Economist at the US Department of Labor.  His work has been published in the American Economics Review, the Quarterly Journal of Economics, the Journal of Public Economics, the Chicago Law Review, and the American Economic Journal: Economic Policy, among other outlets.

          Selected Publications

          Cellini, Stephanie, Fernando Ferreira, and  Jesse Rothstein. 2010. The Value of School Facility Investments: Evidence from a Dynamic Regression Discontinuity Design. Quarterly Journal of Economics, 125(1): 215-261.

          Rothstein, Jesse and Cecilia Rouse. 2011. Constrained After College: Student Loans and Early Career Occupational Choices. Journal of Public Economics, 95(1-2): 149-163.

          Card, David , Alexandre Mas, and Jesse Rothstein. 2008. Tipping and the Dynamics of Segregation. Quarterly Journal of Economics, 123(1): 177-218. 

          Rothstein, Jesse. 2012. The Labor Market Four Years Into the Crisis: Assessing Structural Explanations. Industrial and Labor Relations Review, 65(3): 467-500.

          Affiliated PhD Student

          Jeffrey Sharlein

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          Doctoral Candidate in Social Welfare, School of Social Policy and Practice, University of Pennsylvania

          School/Department

          Areas of Interest

            About

            Jeffrey Sharlein is a PhD student in social welfare in the University of Pennsylvania’s School of Social Policy and Practice (SP2).  Prior to entering the program, he worked directly with urban youth in numerous contexts in New York City and Detroit.  Sharlein holds a BA from Wesleyan University and an MSW from Hunter College, where he was awarded the 2006 Jacob Goldfein Award for Scholarship.  A 2012-2013 recipient of SP2’s Chai Doctoral Fellowship, Sharlein’s dissertation research focuses on understanding how inner-city youth who have engaged in serious offending behavior understand that behavior in relation to the neighborhood context.

             

            Affiliated PhD Student

            Kailey Spencer

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            Doctoral Candidate, Education Policy, Graduate School of Education

            School/Department

            Areas of Interest

              About

              Kailey Spencer is a PhD candidate in education policy at the University of Pennsylvania, Graduate School of Education. She has broad research interests which span policies and practices that impact public education. Her dissertation research examines student mobility in public schools, with a particular focus on comparing student mobility in traditional public and charter schools. Prior to enrolling at UPenn, Kailey received her BA from Hunter College, of the City University of New York, with concentrations in Social Research in Education and Applied Statistics. 

              Penn IUR Scholar

              Matthew Steinberg

              x

              Managing Director of Research and Evaluation at Accelerate

              Areas of Interest

                About

                Dr. Matthew P. Steinberg is the Managing Director of Research and Evaluation at Accelerate. He is a University Affiliate Faculty at the Schar School of Policy and Government and a Senior Fellow at EdPolicy Forward: The Center for Education Policy at George Mason University. Dr. Steinberg is an Affiliated Researcher with the University of Chicago Consortium on Chicago School Research, an Academic Affiliate with the Educator Impact Laboratory at Mathematica Policy Research, and an IUR Scholar at the University of Pennsylvania Institute for Urban Research. Dr. Steinberg's research addresses issues of educational significance at the intersection of the economics of education and education policy, including teacher evaluation and human capital; urban school reform; school discipline and safety; and school finance.

                Affiliated PhD Student

                Daniel Stuckey

                x

                Doctoral Candidate in Education Policy, University of Pennsylvania

                About

                Daniel Stuckey is a fourth year Ph.D. candidate in education policy who studies teacher workforce issues, including teacher quality, teacher compensation, and teacher mobility.  Before attending the University of Pennsylvania, he taught ninth grade English for five years in Washington, DC.  His current research details changes in the teaching workforce overtime and examines how teacher compensation is distributed over instructional areas.  For his dissertation, Daniel is examining the career pathways of Teach For America corps members.  What are TFA corps member retention rates?  What do corps members do if they stop teaching?  What factors predict retention in the profession?

                 

                Selected Publications

                Ingersoll, R., Merrill, L., & Stuckey, D. (2014). Seven Trends:  The Transformation of the Teaching Force (No. RR-79). Philadelphia: Consortium For Policy Research in Education, University of Pennsylvania. Retrieved from http://www.cpre.org/sites/default/files/workingpapers/1506_seventrendsupdatedoctober2013.pdf

                Desimone, L. M. & Stuckey, D. A.  (2014).  Sustaining teacher professional development.  In L. Martin, Krakler, S., & Bauserman, K. (Eds.) Handbook of Professional Development.  New York, NY: Guilford.

                 

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