Peter Cookson
Georgetown University

Kathryn Edin
Princeton University

David Grusky
Stanford University


Jonathan Fisher

Stephanie Garlow

Elizabeth Talbert

Charles Varner


Rachel Butler

Anke Ehlert

Lauren Griffin

Karla Jimenez

Catherine Lechicki

Sara Moore

Miguel Santiago

Catherine Thomas

Cong Ye

Kristin Catena

Priya Fielding-Singh

Julia Gutierrez

Nathaniel Johnson

Deanna Lyter Achorn

Bethany Nichols

Michael Schwalbe

Jessica Wiederspan

Cocoa Costales

Macario Garcia

Lisa Hummel

Paola Langer

Bethany Miller

Diana Orozco

Julie Siwicki

Kim Williams


Donald Abram

Judy Alterado

Kenny Andejeski

Trevor Auldridge

Andrew Barney

Maddie Baumgart

Hannah Bichkoff

Sharie Branch

Mackenzie Brown

Karen Caballero Armendariz

Kathrine Cagat

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

Diana Mora

Paige Morrisey

Aldo Munoz

Yasmeen Namazie

Jacelyn Omusi

Eleni Padden

Jilliann Pak

Bunnard Phan

Malena Price

Emily Ramirez

Tye Ripma

Karla Rodriguez Beltran

Elizabeth Schnee

Sky Sealey

Victoria Shakespeare

Lauren Sluss

Sydnie Sousa

Andrew Suarez

Ashley Sunde

Lucy Thames

Zachariah Tman

Thalia Tom

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.