Graduate Students at EdPolicyWorks
EdPolicyWorks is committed to creating a community of educational policy researchers. We value mentorship and support our students in their professional development. Our faculty and students met socially a couple times a year to celebrate the success of the program. Our students also regularly support each other socially, and work within and across cohorts.
Learn more about how our faculty and student partner together on research and projects.
Current EdPolicyWorks Students
Emily Wiseman - [email protected]
Emily Wiseman is an IES pre-doctoral fellow in the Education Policy program at the School of Education and Human Development. She graduated with a B.A. in Political Science from Bryn Mawr College and earned her M.S.Ed. in Urban Education from the University of Pennsylvania as well as her MPP from the Batten School of Leadership and Public Policy at UVA. She was a classroom teacher at a turnaround charter school in Philadelphia and then at a KIPP school in Washington, D.C., before working as a K-8 Reading Specialist for D.C. Public Schools. Her primary area of interest is teacher quality, and her research lies at the intersection of policy and practice around teachers and teaching.
Kylie Anglin- [email protected]
Kylie Anglin is an IES pre-doctoral fellow in the Education Policy program at the School of Education and Human Development. She earned her M.P.P from the Frank Batten School of Leadership and Public Policy in May 2018. Originally from Texas, Kylie holds an undergraduate degree in political science from Southwestern University and a post-baccalaureate degree in mathematics from Northwestern University. Before joining Ed Policy Works, Kylie worked as a 7th-grade teacher in rural Arkansas, and as an evaluator for an after-school program in Chicago. Her current research interests involve the impact of educational deregulation on district behavior, student outcomes, and equity. She is also passionate about evaluating and improving the methodologies we use to determine the efficacy of educational policies and initiatives.;
Justin Doromal - [email protected]
Justin B. Doromal is an IES pre-doctoral fellow in the Educational Policy Studies program. He holds a Master of Public Policy and a Master of Education from the University of Virginia, as well a BA in Mathematics from the University of South Florida. His research broadly examines issues of access to high-quality early education programs in the United States, and he is especially interested in understanding how macro-level policies for improving the quality of early education settings can effectively reach children most likely to benefit from rich, early learning opportunities. Justin's ongoing work explores the role economic and political contexts such as recession and market tensions play in promoting or inhibiting states’ best efforts to make high-quality early education more available to children and families.
Walter Herring - [email protected]
Walter Herring is a second year student in the dual MPP/PhD Education Policy program through the School of Education and Human Development and the Frank Batten School of Leadership and Public Policy. A native of Dallas, Texas, Walter earned his BA in Public Policy from Stanford University before returning to Dallas to teach Algebra 1 to 9th grade students through the Teach for America program. Prior to joining EdPolicyWorks, Walter worked as a program manager and data analyst for a non-profit organization in the San Francisco Bay Area devoted to preparing under-resourced middle and high school students for college. Walter’s research seeks to understand how student learning develops during the early elementary grades and what factors might contribute to their learning during these critical first years of school.
Brian Kim - firstname.lastname@example.org
Brian Kim is a second-year IES pre-doctoral fellow completing the dual Education Policy Ph.D./MPP program with the School of Education and Human Development and the Frank Batten School of Leadership and Public Policy. He studied education from a variety of perspectives throughout his undergraduate degree, working with organizations like America Reads and Counts, Upward Bound, the George Mitchell Scholarship Research Institute, and Let's Get Ready, before graduating with a B.A. in English and Economics from Bowdoin College. Brian received his teaching certification in English and Social Studies after graduation and taught English at a public high school in southern Maine for three years, eventually serving on the school leadership team. During summers, he also worked as an instructor in Economic Game Theory for gifted and talented middle school students through Johns Hopkins University.
Brian's research interests primarily relate to teacher retention: how can we encourage skilled public school teachers to remain in the classroom as drivers of student learning and community-level change? He is also interested in teacher labor markets as a whole, applications of machine learning to education policy research, and behavioral nudges.
Arielle Boguslav - [email protected]
Arielle Boguslav is an IES pre-doctoral fellow and is currently completing the dual Ph.D./MPP program with the School of Education and Human Development and the Frank Batten School of Leadership and Public Policy. Originally from Massachusetts, she ventured “across the pond” to earn her BA in Archaeology and Anthropology at Cambridge University. After graduation Arielle worked in innovation consulting before shifting to the field of education. Her six years of teaching experience include middle school English Language Arts in a Title I charter school and teaching English as a foreign language to adults in Russia. Arielle’s research interests primarily relate to teacher professional development and the application of behavioral insights to policy implementation.
Anandita Krishnamachari - [email protected]
Krishnamachari is a second-year doctoral student in the Research, Statistics and Evaluation program at the School of Education and Human Development. Before coming to Curry, she worked as a Data and Policy Fellow at Achievement First, a charter management organization that operates a network of 30 schools in New York, Connecticut and Rhode Island. She handled their accountability requirements, minimizing distraction at the school level in the reporting process. She earned her B.A in Sociology from the University of Madras in 2013, India and her M.S in Social Policy from the School of Social Policy and Practice at the University of Pennsylvania in 2014. Anandita's research interests include accountability policy, student achievement and non-cognitive outcomes.
Dan Rodriguez-Segura - [email protected]
Dan Rodriguez-Segura is a doctoral student in Education Policy at UVA. He has a BA in Economics from Washington and Lee University and a Master’s Degree of Economics from the University of Virginia. Prior to joining the Education Policy PhD, Dan worked as a research assistant for Nudge4 and as a research analyst at the Latin America Public Policy Expertise Hub at McKinsey and Company. Dan’s research interests lie primarily in the intersection between K-12 education policy, international development and poverty, and behavioral science.
Todd Hall - [email protected]
Todd Hall is a first-year student in the Education Policy PhD/MPP program with the School of Education and Human Development and the Frank Batten School of Leadership and Public Policy. After earning a BA in Political Economy from Williams College, Todd joined the research network J-PAL North America. There he provided technical assistance to policymakers seeking to launch randomized evaluations and organized an education technology conference. Most recently, Todd worked for the nonprofit ed-tech platform Empatico, analyzing data and scaling user support. Todd's research interests revolve around teacher quality and education technology, especially in relation to disadvantaged communities.