Chairperson

Dr. Alison Wilson is an Assistant Professor at the University of Houston. As a former secondary language arts teacher and department head in a large public school district, she is interested in how educators can more equitably support student belonging, wellbeing, and success in PK-12 schools. Her research critically examines the school structures, norms, policies, and practices that contribute to disparate student experiences and outcomes. She enjoys hiking, biking, running, cooking, and spending time with friends and family.

Immediate past Chairperson

Dr. DeMarcus A. Jenkins is an Assistant Professor of Education. He earned his Ph.D. from the University of California, Los Angeles (UCLA) from the Division of Urban Schooling. His holds an Ed.M in English Education from Georgia State University, a masters from American University, and his bachelor’s degree from The University of Michigan where he doubled-majored in English and African American Studies. Dr. Jenkins is an activist and urban scholar whose work considers the intersections of race, space and policy.

His research focuses on the influence of spatial, social and political factors that foster and exacerbate inequalities for Black populations as well as the approaches that school leaders take to disrupt and transform these dynamics. His interdisciplinary approach to tackling complex and challenging problems of racial equity in schools is informed by Black critical theory, critical spatial theory, Black geographies, critical policy studies and justice-oriented leadership frameworks. Consistent throughout his research are practical solutions for school leaders and policymakers. He recently received a research grant from the Spencer Foundation to examine how urban school systems respond to policy changes that divest and disinvest from law enforcement on school campuses. His program of research draws from his previous professional experience working in urban schools and in local and state policy and advocacy.

Program chairperson

Samantha Viano is an assistant professor in the College of Education and Human Development at George Mason University. Dr. Viano earned her PhD in Educational Leadership and Policy Studies at Vanderbilt University’s Peabody College after an MSEd from Northwestern University. Her research critically examines endemic challenges in PreK-12 schools and evaluates the effects of the chosen solutions on traditionally marginalized and racially minoritized students and their teachers. Specific research strands that fall within this agenda include school improvement, school safety and security, and high school graduation policies in addition to researching how to better integrate critical theory into quantitative analysis in educational research.

Secretary/Treasurer

Elizabeth Zumpe 

Dissertation Award Chairperson 

Kristy Cooper Stein is Associate Professor of K-12 Educational Administration at Michigan State University, where she teaches courses on instructional leadership and instructional improvement. She completed her doctorate in Education Policy, Leadership, and Instructional Practice at Harvard University in 2011. Kristy’s research examines systematic and culturally responsive approaches to increasing student engagement and learning in K-12 classrooms and schools – with the ultimate goals of enriching student learning, improving students’ affective experiences in schools, and increasing high school graduation rates. A Nationally Board Certified teacher, Cooper Stein was also a classroom teacher for six years in Los Angeles, California. In her free time, Kristy likes to travel and explore Northern Michigan with her husband and daughter. 

Book Series Editor

Khalid Arar, Texas State University

Newsletter Editor

Megan Rauch Griffard, Ph.D., is an assistant professor in the Educational Policy and Leadership program and the associate faculty director of the Center for Research, Evaluation, and Assessment. Her research focuses on educational policy analysis, program evaluation, and data-driven decision-making, with particular attention to K–12 public school finance and disruptions to schooling at both the systemic and individual levels. These include crises such as climate disasters, the COVID-19 pandemic, and student hospitalizations.

Researcher Development Program Faculty Advisors   

Craig De Voto is a Research Assistant Professor in the Learning Sciences Research Institute at the University of Illinois at Chicago. His research examines how P-20 leaders make sense of and implement various educational reforms and policies. He also studies innovative approaches in preparing urban school leaders. For fun, he loves to spend time with his wife and two children, travel, and play sports.

 Jennifer Watters, University of Texas at Tyler

Graduate student representatives

Marieke Timmer, University of Utah

Marieke Timmer is a University of Utah doctoral student in the Education, Leadership, and Policy program and a graduate assistant at the Utah Education Policy Center. Her research explores how tracking affects multilingual learners (MLLs) and the role of tracking policies within education systems.

Yubin Jang,  University of Delaware 

Webmaster 

Elisabeth (Betsy) Kim is an Associate Professor of Organizational  Leadership at Lehman College, CUNY. Her research uses a mixed-methods approach to explore the links between education policy and educational equity, with a particular focus on how contemporary policies moderate or exacerbate inequities in districts that serve low-income students of color. In her free time, she likes to travel, try new restaurants and hear live music.