Peter Cookson
Georgetown University

Kathryn Edin
Princeton University

David Grusky
Stanford University

C. Matthew Snipp
Stanford University


Vanessa Coleman

Jonathan Fisher

Stephanie Garlow

Elizabeth Talbert

Charles Varner


Kristin Catena

Cocoa Costales

Anke Ehlert

Rossana Espinoza

Priya Fielding-Singh

Macario Garcia

Lauren Griffin

Julia Gutierrez

Lisa Hummel

Karla Jimenez

Nathaniel Johnson

Paola Langer

Catherine Lechicki

Deanna Lyter Achorn

Bethany Miller

Sara Moore

Sharoon Negrete Gonzalez

Bethany Nichols

Diana Orozco

Miguel Santiago

Michael Schwalbe

Julie Siwicki

Catherine Thomas

Jessica Wiederspan

Kim Williams


Donald Abram

Judy Alterado

Kenny Andejeski

Trevor Auldridge

Andrew Barney

Kimberly Batdorf

Maddie Baumgart

Hannah Bichkoff

Sharie Branch

Mackenzie Brown

Karen Caballero Armendariz

Kathrine Cagat

Camilla Camargo

Annabel Campo

Laurel Cartwright

Julia Corbett

Noa Dukler

Cody Eaton

Andrew Eslich

Hannah Factor

Jordan Fieulleteau

Nicole Galicia

Sofia Goodman

Ayan Goran

Erin Hardnett

Kristina Harris

Madeleine Henner

Daniel Hennessy

James Hiebert

Cameron Hill

Christopher Hopson

Lynn Hur

Lillian Kahris

Noa Katz

Charlotte Kaufman

Mawuko Kpodo

Elleson Lapp

Tiffany Loh

Claire Miller

Eliane Mitchell

Aldo Munoz

Yasmeen Namazie

Jacelyn Omusi

Eleni Padden

Jilliann Pak

Bunnard Phan

Emily Ramirez

Tye Ripma

Karla Rodriguez Beltran

Elizabeth Schnee

Grace Scullion

Sky Sealey

Victoria Shakespeare

Lauren Sluss

Andrew Suarez

Ashley Sunde

Lucy Thames

Zachariah Tman

Sonia Torres

Naomi Tsegaye

Saul Urbina-Johanson

Brandon Wafford

Maya Weinberg

Karina Zemel

Cassandra Zimmer


Peter Cookson
Peter W. Cookson, Jr. is a senior researcher at the Learning Policy Institute (LPI) and a principal researcher at the American Institutes of Research (AIR), with three decades of research experience. His areas of expertise include school reform, school choice, charter schools, private schools, and the integration of technology into classroom learning. He is recognized as an authority on the effects of social class on educational attainment. He has conducted numerous studies on school choice, the consequences of educational stratification, and new models of learning. He teaches in the Department of Sociology at Georgetown University. His most recent publications include: Exploring Education (fifth edition), co-authored with Alan R. Sadovnik, Susan Semel and Ryan Coughlan (Routledge, Winter 2017), Class Rules: Exposing Inequality in American High Schools (Teachers College Press, Fall 2013), Hearts on Fire: Stories of Today’s Visionaries Igniting Idealism into Action, co-authored with Jill W. Iscol (Random House, Winter 2013), and Sacred Trust: A Children’s Education Bill of Rights (Corwin Press, Spring 2011).

Kathryn Edin
Kathryn Edin is a Professor of Sociology and Public Affairs at the Woodrow Wilson School at Princeton University, and is the co-director of The Bendheim-Thoman Center for Research on Child Wellbeing (CRCW). She is one of the nation’s leading poverty researchers, working in the domains of welfare and low-wage work, family life, and neighborhood contexts, through direct, in-depth observations and interviews. Using qualitative and mixed-method approaches, she has taken on key research questions that have not been fully answered by quantitative work. She has authored 8 books and some 60 journal articles. $2 a Day: The Art of Living on Virtually Nothing in America, co-authored with Luke Shaefer, was recently met with wide critical acclaim.

David Grusky
David B. Grusky is the Barbara Kimball Browning Professor in the School of Humanities and Sciences, Professor of Sociology, Senior Fellow at the Stanford Institute for Economic Policy Research, Faculty Fellow at the Stanford Center for Population Health Sciences, Director of the Stanford Center on Poverty and Inequality, and coeditor of Pathways Magazine. His research addresses the changing structure of late-industrial inequality and addresses such topics as the future of extreme inequality in the United States, recent trends in social mobility, the sources of gender inequality, the role of social classes and social closure in reducing opportunity, new ways to improve the country’s infrastructure for monitoring labor market outcomes, and new approaches to reducing poverty and increasing mobility.