Meredith Phillips

Phillips studies the causes and consequences of educational inequality. She specializes in the causes of ethnic and socioeconomic disparities in educational success and how to reduce those disparities. Her current research projects include a random-assignment evaluation of the efficacy of two low-cost college access interventions; an ethnographic longitudinal study of adolescent culture, families, schools, and academic achievement; an analysis of classroom environment surveys; and a study of promising school-based practices for improving students’ achievement.

Phillips co-founded EdBoost, a charitable, educational non-profit whose mission is to reduce educational inequality by making high-quality supplemental educational services accessible to children from all family backgrounds. EdBoost develops and refines interventions and curriculum at its learning center, implements interventions in educational settings, and then tests promising interventions using rigorous evaluations. Phillips also co-founded the Los Angeles Education Research Institute (LAERI), a Los Angeles-based research-practice partnership that collaborates with L.A. Unified.

Phillips currently serves on the National Academy Committee on Developing Indicators of Educational Equity. She previously served on the National Academy Committee on the Evaluation Framework for Successful K-12 STEM Education. Phillips is a past recipient of a National Academy of Education/Spencer Foundation Postdoctoral Fellowship as well as the dissertation award from the Association for Public Policy Analysis and Management (APPAM). She received her Ph.D. from Northwestern University and her A.B. from Brown University.

Google Scholar Citations

SELECTED PUBLICATIONS

Using Research to Improve College Readiness: A Research Partnership between the Los Angeles Unified School District and and the Los Angeles Education Research Institute
Author: Phillips, Meredith, Kyo Yamashiro, Adina Farrukh, Cynthia Lim, Katherine Hayes, Nicole Wagner, Hansheng Chen

Parenting, Time Use, and Disparities in Academic Outcomes
Author: Phillips, Meredith

Ethnic and Social Class Disparities in Academic Skills: Their Origins and Consequences
Author: Phillips, Meredith

Culture and Stalled Progress in Narrowing the Black-White Test Score Gap
Author: Phillips, Meredith

How Did the Statewide Assessment and Accountability Policies of the 1990s Affect Instructional Quality in Low-Income Elementary Schools?
Author: Phillips, Meredith, Jennifer Flashman

Social Reproduction and Child-rearing Practices:  Social Class, Children’s Agency, and the Summer Activity Gap in Low-Income Elementary Schools
Author: Chin, Tiffani, Meredith Phillips

School Inequality:  What Do We Know?
Author: Phillips, Meredith, Tiffani Chin

The Black-White Test Score Gap
Editor: Jencks, Christopher, Meredith Phillips

SELECTED REPORTS

College Going in LAUSD: An Analysis of College Enrollment, Persistence, and Completion Patterns
Author: Phillips, Meredith, Kyo Yamashiro, Thomas A. Jacobson

College Readiness Supports in LAUSD High Schools: A First Look
Author: Phillips, Meredith, Kyo Yamashiro, Carrie E. Miller

Gary Orfield

Gary Orfield is Distinguished Research Professor of Education, Law, Political Science and Urban Planning at the University of California, Los Angeles. His research interests are in the study of civil rights, education policy, urban policy, and minority opportunity.

He was co-founder and director of the Harvard Civil Rights Project, and now serves as co-director of the Civil Rights Project/Proyecto Derechos Civiles at UCLA.

His central interest has been the development and implementation of social policy, particularly the impact of policy on equal opportunity for success in American society.

Orfield is a member of the National Academy of Education and has received numerous awards, including the Teachers College Medal, Social Justice Award of the AERA, the American Political Science Association Charles Merriam Award for his “contribution to the art of government through the application of social science research,” and honorary PhDs.

Orfield’s research includes 12 co-authored or co-edited books since 2004 and scores of articles and reports. In addition to scholarly work, he has served as expert witness or special master in more than three dozen class action civil rights cases, on school desegregation, housing discrimination and other issues, and as consultant to many school districts, federal, state and local governments, civil rights and teachers organizations. He and various collaborators have organized amicus briefs to the Supreme Court on all the major school and affirmative action decisions over the last two decades.

Forthcoming books:

  • Accountability and Opportunity in Higher Education: The Civil Rights Dimension (with Nicholas Hillman), Harvard Education Press (2018)
  • Discrimination in Elite Public Schools: Investigating Buffalo (with Jennifer Ayscue), Teachers College Press (2018)

Orfield also edited the 2017 Educational Testing Service report, Alternative Paths to Diversity: Exploring and Implementing Effective College Admissions Policies.

“A Life in Civil Rights” appeared in the October 2010 issue of PS: Political Science & Politics.

Other books he co-wrote or co-edited:

  • Educational Delusions? Why Choice can Deepen Inequality and How to Make Schools Fair (with E. Frankenberg), Berkeley: University of California Press (2013)
  • The Resegregation of Suburban Schools: A Hidden Crisis in American Education (with E. Frankenberg), Cambridge: Harvard Education Press (2012)
  • Lessons In Integration: Realizing the Promise of Racial Diversity in America’s Public Schools (with E. Frankenberg), Charlottesville: UVA Press (2008)
  • Twenty-First Century Color Lines (with Andrew Grant-Thomas), Philadelphia: Temple University Press (2009)
  • Expanding Opportunity in Higher Education (with P. Gandara and C. Horn), Albany: SUNY Press (2006)
  • Latino Educational Opportunity: New Directions for Community Colleges, 133 (2) (with C. Horn and S. Flores), San Francisco: Jossey-Bass/Wiley (2006)
  • School Resegregation: Must the South Turn Back?(with John Boger), Chapel Hill: UNC Press (2005)
  • Higher Education and the Color Line (with Patricia Marin and Catherine Horn), Cambridge: Harvard Education Press (2005)
  • Dropouts in America: Confronting the Graduation Rate Crisis, Cambridge: Harvard Education Press (2004)

 

Abel Valenzuela

Abel Valenzuela is Professor of Chicano Studies and Urban Planning and Director of UCLA’s Institute for Research on Labor and Employment.  He has authored numerous research articles, books, and reports on immigrant settlement, work, and urban poverty.  His research on day labor and immigrant labor markets have helped frame national public and policy narratives on immigrant and low-wage workers.

Los Angeles occupies a central focus of his research and teaching and guides the Institute’s research directions. Abel was born and raised in Los Angeles, earned his bachelor’s degree from the University of California at Berkeley and his M.C.P. and Ph.D from the Massachusetts Institute of Technology.

He has published numerous articles and technical reports on low-wage workers, including co-editing (with Lawrence Bobo, Melvin Oliver, and Jim Johnson) Prismatic Metropolis: Inequality in Los Angeles published by the Russell Sage Foundation in 2000, Immigration and Crime: Race, Ethnicity, and Violence (with Ramiro Martinez Jr.). He has also published in American Behavioral Scientist, Journal of Ethnic and Migration Studies, Annual Review of Sociology, New England Journal of Public Policy, Working USA: A Journal of Labor and Society, International Journal of Comparative Sociology, and Regional Studies.

Abel lives in Venice Beach with his wife and three sons.

 

Selected Publications

Paul Apostolidis and Abel Valenzuela Jr.  2014.  “Cosmopolitan Politics and the Migrant Day Labor Movement.”  Politics, Groups, and Identities.  Vol. 2(2):222-244.

Valenzuela Jr., A.  2014.  “Regulating Day Labor: Worker Centers and Organizing in the Informal Economy.”  In The Informal City: Settings, Strategies, Responses (Eds) Vinit Mukhija and Anastasia Loukaitou-Sidris.  Cambridge, MA:  MIT Press.  Pgs 261-276.

Bostic, R.W., A. M. Kim, and A. Valenzuela Jr. 2016.  Guest Co-editors.  Symposium: Contesting the Streets.  Cityscape: A Journal of Policy Development and Research. Volume 18, Number 1: Pgs, 3-122.

Theodore, N., D. Blaauw, C. Schenck, A. Valenzuela Jr., C. Schoeman, E. Melendez.  2015.  “Day Labor, Informality and Vulnerability in South Africa and the United States.”  International Journal of Manpower.  Vol. 36 No. 6: 1-18.

Areas of Expertise: economy, jobs low-wage workers, day labor, immigration, urban poverty, urban planning, inequality

Aaron Panofsky

Aaron Panofsky is an Associate Professor in Public Policy and the Institute for Society and Genetics. Prior to joining UCLA in January of 2008, he was a Robert Wood Johnson Health Policy Scholar at UC Berkeley from 2006 through 2007. Panofsky received his Ph.D. in sociology from New York University in 2006.

Panofsky’s main research interest is in the sociology of science and knowledge with a special focus on genetics. He recently published his first book, Misbehaving Science: Controversy and the Development of Behavior Genetics (Chicago, 2014), is an analysis of the causes and consequences of controversy in the field of behavioral genetics. A second major project is investigating how patient advocate groups are seeking to affect the research process in the medical genetics of rare disorders. Of particular interest are the means by which patient advocates and scientists can form successful, mutually beneficial collaborative partnerships. These and other projects fit with his abiding science policy interests in the governance of science and technology and the relationship between expertise and democracy.

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