Sean Reardon is the endowed Professor of Poverty and Inequality in Education and is Professor (by courtesy) of Sociology at Stanford University. His research focuses on the causes, patterns, trends, and consequences of social and educational inequality, the effects of educational policy on educational and social inequality, and in applied statistical methods for educational research. Reardon is the developer of the Stanford Education Data Archive (SEDA). Professor Reardon received his doctorate in education in 1997 from Harvard University. He is a member of the National Academy of Education and the American Academy of Arts and Sciences.

Erin Fahle is the Executive Director of the Educational Opportunity Project at Stanford University. Her research explores how social and school context affects gender, racial/ethnic, and socioeconomic inequalities in student’s access to educational opportunities and subsequent achievement. Dr. Fahle’s goal is to help states, districts, and schools identify areas for policy and practice interventions that can improve the educational circumstances of children across the U.S. She believes deeply that this work must be done in partnership with school leaders and is committed to designing research that reflects their perspectives. Her work has been published in Educational Researcher and the American Educational Research Journal and featured in media outlets including the New York Times, the Wall Street Journal, and NPR. Dr. Fahle holds a Ph.D. in Education Policy from Stanford University, as well as a B.S. in Mathematics (2008) and a M.S. in Applied Mathematics and Statistics (2009) from Georgetown University. She was formerly an Assistant Professor at St. John’s University and a Research Scientist at NWEA.

Andrew Ho is the Charles William Eliot Professor of Education at the Harvard Graduate School of Education. He is a psychometrician whose research aims to improve the design, use, and interpretation of test scores in educational policy and practice. Ho is known for his research documenting the misuse of proficiency-based statistics in state and federal policy analysis. He has also clarified properties of student growth models for both technical and general audiences. His scholarship advocates for designing evaluative metrics to achieve multiple criteria: metrics must be accurate, but also transparent to target audiences and resistant to inflation under perverse incentives. Ho is a member of the National Assessment Governing Board that sets policy for the National Assessment of Educational Progress. He holds his Ph.D. in Educational Psychology and his M.S. in Statistics from Stanford University. Before graduate school, he taught middle school creative writing in his hometown of Honolulu, Hawaii, and high school physics and AP physics in Ojai, California.

Benjamin Shear is an associate professor in the Research and Evaluation Methodology program at the University of Colorado Boulder, College of Education. His primary research interests address topics in psychometrics and applied statistics, including validity theory, differential item functioning, and the application of diagnostic classification models. His work aims to inform our perspectives about test score meaning and use for research and accountability purposes, and to help answer questions such as, “what do test scores measure, and how do we know?” As a former high school mathematics teacher, his work often focuses on applications in mathematics education. His research in applied statistics seeks to improve the use of quantitative methods by education researchers measuring student learning, evaluating education policies, or studying inequality. This work is often carried out collaboratively with researchers working in other areas and through his teaching.

Jiyeon Shim is a research data analyst at the Educational Opportunity Project. Jiyeon currently works on the NYSED project, in which the EOP and The New York State Education Department (NYSED) are partnering to study progress toward educational equity in New York State. Jiyeon’s key responsibility on the team is to perform statistical analyses of datasets to uncover patterns and trends related to educational equity under the guidance of senior staff. Jiyeon received a B.A. in Business Administration with a minor in Computer Science from Yong In University in South Korea, and a Master’s degree in Economics from San Diego State University.

Jie Min is a research scholar for the Educational Opportunity Project at Stanford University. Her research aims to understand the mechanisms causing educational inequality and to seek strategies to alleviate academic achievement gaps. Before joining Stanford, she worked as a research statistician at Far Harbor, LLC, where she applied a wide range of statistical techniques to education and public health research. Prior to that, she was a research assistant with the Houston Education Research Consortium for five years, investigating crucial questions grounded in the needs of education practitioners. Her methodological specialties include survey methodology (power analysis, missing data analysis, and modeling of survey errors), linkage across different data types (survey, administrative, and big data), multilevel and longitudinal analysis, quasi-experimental methods, and spatial analysis. Jie was a recipient of the National Academy of Education/Spencer Dissertation Fellowship. Jie earned her PhD and MA in sociology, as well as an MS in statistics, from Rice University.

Demetra Kalogrides is a research associate at the Center for Education Policy Analysis where she collaborates on research with professor Sean Reardon. Currently, she works on the creation and analysis of the data in the Stanford Education Data Archive (SEDA - seda.stanford.edu). SEDA is a publicly available series of data files that include test performance and other demographic and economic information about every public school district in the US. She is also a part-time research associate at the Annenberg Institute at Brown University where she studies teachers and school leadership with Professor Susanna Loeb. Kalogrides received a bachelor's degree in sociology from Santa Clara University and a Masters and PhD in sociology from the University of California at Davis. She has worked at CEPA since 2008.

Jim Saliba is the research data analyst for the Educational Opportunity Project. Jim received a bachelor’s degree in drama from Stanford University and a master’s degree in sociology from the University of Minnesota, where they are currently finishing their dissertation. Jim’s work sits at the intersection of education, politics, and structural racism. They have a passion for data, methods (including ethnography, quantitative, and sociolinguistic), and epistemology, and above all working in community to combat oppression. Beyond research, Jim has engaged in poetry and performance as well as the arts as means for community ritual and healing.

Rachel Reis is the Educational Opportunity Project at Stanford’s Operations Manager. She oversees day-to-day operations, provides administrative support, and helps manage the EOP’s research projects. Rachel has worked in both public and private sectors focusing on improving team efficiency and driving organizational growth. Rachel is a first-generation college graduate who is dedicated to educational equity, and volunteers as a College Coach with ScholarMatch, a nonprofit organization supporting first-generation college students with individualized advising and career mentoring. Rachel received a Master of Public Affairs from the University of San Francisco, and a B.A. in Sociology, with a minor in Diversity studies, from the University of Washington.

Sadie Richardson is a doctoral student in Educational Policy at the Stanford Graduate School of Education. Sadie received a B.A. in Cognitive Sciences and Statistics from Rice University. Prior to Stanford, she worked on the early childhood team at Texas Policy Lab in Houston, TX. Her research interests include policy-relevant child development and education research, and early childhood education programs and policies that promote equitable outcomes for children.

Sofia Wilson is a doctoral student in Education Policy at Stanford University. Sofia’s research examines the causes and consequences of inequality, focusing on the role of place, parenting, and policy in shaping early childhood opportunities. Prior to Stanford, Sofia was an Education Pioneers Impact Fellow at Start Early, an education technology leader at Clever and Newsela, and a teacher in Oakland and Boston public schools. She received a BA in Economics from the University of North Carolina at Chapel Hill and an Ed.M. in Education from Boston University.