Bila is on the Rhode Island Education Research Initiatives team. The bulk of her work focuses on local teacher labor markets. Some of her projects include analyzing teacher recruitment and retention in the Providence Public School District and understanding alternative pathways to the teaching profession.  

She was drawn to Annenberg’s mission of connecting people, evidence, and practice, especially the chance to do this in Providence, a city she has called home for the past 6 years. As an undergraduate student, Bila was a research assistant at the National Student Support Accelerator (NSSA) where she engaged with tutoring organizations to implement high-impact tutoring. 

Bila holds an A.B. in Economics and an A.B. in Education Studies from Brown University.  When not at work, she can be found doing crosswords, mudlarking, and watching Las Vegas Aces highlight reels.

Bianca J. Baldridge is an associate professor of education with expertise in community-based education and critical youth work practice at the Harvard Graduate School of Education. As a sociologist of education, Baldridge’s research explores the sociopolitical context of community-based youth work and critically examines the confluence of race, class, and gender and their impact on educational reforms that shape community-based spaces engaging Black and Latinx youth. In addition, she explores the organizational and pedagogical practices employed by youth workers amid educational reforms and restructuring. 

Baldridge’s book, Reclaiming Community: Race and the Uncertain Future of Youth Work (Stanford University Press), examines how racialized market-based reforms undermine Black community-based organizations’ efforts to support comprehensive youth development opportunities. Her book received the 2019 American Educational Studies Association Critic’s Choice Book Award. With the support of the National Academy of Education/Spencer Foundation Postdoctoral Fellowship program, Baldridge studied how racial disparity discourse shapes community-based spaces that engage Black youth in predominantly white cities that espouse a liberal and progressive ethos. Her current research examines 1) broader issues of equity facing the out-of-school time (OST) sector nationally, 2) the precarity of the youth work profession and how Black youth workers navigate anti-Blackness, and 3) how Black community-based youth organizations respond to city change and displacement fueled by gentrification, educational restructuring, and displacement. 

Some of Baldridge’s research appears in American Educational Research Journal, Review of Research in Education, Teachers College Record, Educational Researcher, and Race, Ethnicity, and Education. In addition, Baldridge’s experiences as a youth work professional in US cities and abroad continue to inform her research in profound ways. With a deep commitment to engaged research and disrupting oppressive youth development spaces, Baldridge works with several OST networks and facilitates ‘communities of practice’ with organizational leaders and youth development professionals across the country to sustain justice-oriented and humanizing youth work practices.

Beth brings over two decades of experience using robust evaluation tools and methods to build actionable evidence of effectiveness of education programs, practices and policies. She is driven by practitioners' and policy makers' questions about how to best meet the needs of students, teachers and schools. She has worked with hundreds of innovators to document the implementation and impact of their education programs on student, teacher and school outcomes. She serves on the Board of Directors of the Society for Research on Educational Effectiveness, and currently serves as President-Elect. She will lead evaluation efforts at Annenberg, starting with the Educational Opportunity in Massachusetts and Research Partnership for Professional Learning teams. When she is not at work, you can often find Beth cheering on one of her children playing sports, skiing, walking her dog, and watching volleyball of all levels.

Ben Delgado is a PhD student in Economics at Brown. His primary areas of research interest are education and health economics. Prior to Brown, Ben graduated from Williams College and worked as a research analyst at the Federal Reserve Bank of Atlanta.

Aya M. Waller-Bey is an Annenberg Institute Research Collaborator at Brown University. A qualitative sociologist of race and higher education, she studies the ways in which the college admissions essay serves as a critical site of racialization and Black student meaning-making in the admissions process. Her current work also explores how trauma in college admissions essays informs definitions of merit and worthiness, with future work examining the experiences and outcomes of Black students applying to historically Black colleges and universities (HBCUs) and historically and predominantly white institutions (HPWI) post-race-conscious admissions. Her research has been funded by the American Sociological Association's Minority Fellowship Program, the Ford Foundation's Pre-Doctoral and Dissertation Fellowships, and the National Center for Institutional Diversity at the University of Michigan. She has co-authored work in the Annual Review of Sociology and published a solo-authored review in Contexts. She has also published op-eds in The Atlantic, The Detroit Free Press, and Forbes, and her work and expertise have been featured in The Guardian, The New York Times, Slate, and other notable publications. Waller-Bey’s work is informed by her tenure as an admissions officer at Georgetown University and her decade-long work in college advising and college admissions consulting. She also regularly gives invited talks on postsecondary diversity, affirmative action, and equity in higher education, as well as workshops on college essay writing, in metro Detroit and throughout the country. Before beginning her doctoral work, she served as a University Innovation Fellow at Arizona State University and held various roles at the Leadership Enterprise for a Diverse America Summer Institute at Princeton University. Waller-Bey holds a Ph.D. and M.A. in sociology from the University of Michigan. She also holds an M.Phil. in Education from the University of Cambridge, where she received the Gates Cambridge Scholarship. She completed her B.A. in Sociology from Georgetown University.

Aubrey is a Project Director on the Educational Opportunity in Massachusetts team. She leads projects that explore students’ pathways through the public K-16 system and into the labor force. In her time at Annenberg, she has worked on topics including the impact of high-stakes exit exams, transfers and credential receipt for community college students, and high-school course-taking patterns. As a former MA public school student, she’s thrilled at the success this team has had in informing policy conversations around educational equity and student success in her home state. Aubrey holds an MPA and a BA from Brown University. In her free time, she enjoys reading and writing science fiction. 

Arielle Boguslav is a Research Scientist at the Annenberg Institute at Brown University where she designs and conducts research on teacher professional learning with the Research Partnership for Professional Learning. Arielle’s research focuses on the design, implementation, and effects of teacher preparation and professional learning programming and experiences. Prior to joining Annenberg, Arielle completed her PhD in Education Policy at the University of Virginia. As part of her dissertation work, she developed and tested a taxonomy of “coaching moves,” providing coherent and concrete language for describing the nuances of coaches’ interactions with teachers.

Arielle also holds an MPP from the Frank Batten School of Leadership and Public Policy and a BA in Archeology and Anthropology from the University of Cambridge. Arielle initially worked in innovation consulting before shifting to the field of education. Her six years of teaching experience include middle school English Language Arts in a Title I school and teaching English as a foreign language to adults in Russia.

Anna Paulson is a Postdoctoral Research Associate at the Annenberg Institute at Brown University working with Dr. Lindsay Page. As a computational social scientist, she uses machine learning and natural language processing to study novel questions in higher education policy and postsecondary curriculum. She has a particular interest in developing methodological tools to measure the content and structure of courses in administrative student transcripts at scale with the goal of making course-taking legible to researchers and policy makers. Her current research studies how general education requirements and the liberal arts shape postsecondary course-taking and student success. Anna holds a Ph.D. in higher education with a certificate in data science from the University of Michigan and a BA in mathematics and philosophy from Lawrence University. Before graduate school, she worked in student affairs as a residence hall director at her undergraduate alma mater.

Anna Aizer received her degree in Economics from UCLA in 2003 and came to Brown in 2004 after a postdoctoral fellowship at Princeton University's Center for Research on Child Wellbeing. She is a labor and health economist with interests in the area of child health and well-being. She is also co-director of the NBER's program on Children.  

Her current work considers the mechanisms behind the intergenerational transmission of poverty.  In particular, she focuses on the roles played by health insurance and access to medical care,  domestic violence, exposure to environmental toxins, the role of stress, and poor children's greater interaction with the juvenile justice system in explaining why the children of poor mothers are more likely to grow up to be poor themselves. 

Ann Mantil is a Research Scientist at the Annenberg Institute and a member of the Educational Opportunity in Massachusetts project team. Her research interests include charter schools, desegregation and school choice programs, and the evaluation of educational interventions designed to close achievement gaps. She worked for nine years as a charter school teacher and administrator in Oakland and Washington, DC. She holds an MPA from the Woodrow Wilson School of International Affairs and an Ed.D. from the Harvard Graduate School of Education.