2008 Fellows

Back to the listing of all past and current fellows.

Jonah Deutsch

Jonah is a Research Analyst at Mathematica. He received his doctoral degree from the Harris School of Public Policy in 2013. His research interests include high school curriculum reform and its impact on students of varied backgrounds. He has a strong background in quantitative methods in education, with experience in hierarchical linear modeling, Item Response Theory, propensity score stratification, and non-linear modeling. Jonah received his undergraduate degree from Wesleyan University.


Sara Heller

Sara is an Assistant Professor of Criminology at the University of Pennsylvania.  She received her doctoral degree from the Harris School of Public Policy in 2013. Her research includes conducting field experiments to test the effects of treatment interventions on crime, education, and other life outcomes, and investigating the effects of cognitive behavioral therapy-based programming on juvenile crime and schooling outcomes. Sara received her undergraduate degree from Harvard University. She earned a Masters of Public Policy from Georgetown University and taught middle school students in France before coming to the University of Chicago.

 


Chloe Hutchinson Gibbs

Chloe Gibbs joined Notre Dame's economics department in 2015 where she is also a faculty affiliate of the Wilson Sheehan Lab for Economic Opportunities.  She previously held an assistant professorship at the University of Virginia's Batten School of Leadership and Polic Policy with a joint appointment in the Curry School of Education and a research affiliation with UVA's Center on Education Policy and Workforce Competitiveness.  She received her doctoral degree from the Harris School of Public Policy in 2012. Her research focuses on child and family policy, specifically on the effects of early childhood interventions and programming. Her work includes analyzing the impact of full-day kindergarten using experimental and quasi-experimental methods, investigating patterns of fade out across studies of Head Start program effects, and exploring whether fade out of early childhood effects varies with preschool and early school experiences. Chloe has worked as a Senior Researcher at Learning Point Associates and in the domestic education and workforce development group at the Academy of Educational Development in Washington, DC. She received her undergraduate degree from the University of Notre Dame and has a Master of Public Policy degree from the University of Michigan.


Marshall Jean

Marshall Jean is currently a postdoctoral Scholar in the Institute for Policy Research at Northwestern University.  He received his PhD in Sociology from the University of Chicago in 2016, his undergraduate degree from Northwestern State University Louisiana and also holds a MA in the Social Sciences from the University of Chicago. After graduating from Northwestern State University, Marshall spent a year teaching in the public school systems in France. His Master's Thesis at the University of Chicago won the division-wide competition for the best Master's Thesis of 2007-2008. He has been a collaborator on a MacArthur Foundation grant to study residential and school mobility. This work builds on his interest in how institutional and cultural contexts affect learning environments and educational outcomes, including the impact of ability grouping and regrouping in primary and secondary schooling.