Anjali Pai is a Senior Research Associate at the Annenberg Institute where she supports work examining the relationship between higher-education and economic outcomes in Rhode Island. Her previous research has focused on understanding and reducing barriers to entering STEM fields for women and underrepresented minorities, and studying the impact of K-12 interventions to improve adolescent mental health. Prior to joining Annenberg, Anjali worked as a Senior Analyst at Abt Global, where she helped design rigorous evaluations of federally-funded workforce training programs and supported the design of randomized controlled trials in K-12 education. Her commitment to improving equity in education access, quality, and outcomes is driven by her experiences mentoring underrepresented minority students and volunteering as a computer science instructor in low-income elementary and middle schools. Across her work, she has prioritized generating actionable evidence by engaging educators, practitioners, and local communities in the research process. Anjali received her Ph.D. in Economics from the University of California San Diego with specializations in labor economics and the economics of education. She also holds a B.A. in Economics and Computer Science from Williams College.

Ang Li is a doctoral student in Sociology at Brown University. His research interests are Social Inequality and Stratification, Occupation and Work. Prior to Brown, Ang Li graduated from University of California, Berkeley and Colorado State University.

Andrew Camp is a Research Scientist at the Annenberg Institute where he works to support Rhode Island education research initiatives and provide timely evidence on teacher labor market conditions. His research interests include school staffing challenges, teacher quality, and policies that target teacher retention and recruitment. Andrew’s interest in supporting teachers stems from his experience working as a high school teacher in the Mississippi Delta where he saw firsthand the importance of high-quality teachers in enabling intergenerational mobility for disadvantaged students. 

Prior to joining Annenberg, Andrew completed his Ph.D. in Education Policy at the University of Arkansas. His dissertation focused on understanding compositional changes in the teacher workforce during the COVID-19 pandemic and evaluating policies targeting the teaching profession. Chapters of his dissertation evaluated the potential for alternative certification pathways for paraeducators to diversify the teacher workforce and the impact of a four-day school week calendar on teacher retention and quality.

Andrea L. Ochoa is a Senior Research Associate at the Annenberg Institute at Brown University, where she leads and supports research that connects evidence to educational practice and policy. She works with the Research Partnership for Professional Learning team, using quantitative and qualitative methods to examine how programs and policies shape outcomes for historically underserved K–12 students, particularly multilingual learners. Andrea’s work is grounded in a deep commitment to transforming educational systems so that all students have access to enriching, equitable, and affirming learning environments. She was drawn to Annenberg because she believes that sustained collaboration between researchers, educators, and policymakers is essential to generating evidence that is relevant and actionable. She is interested in understanding how school and system leaders mobilize resources and professional learning to support teacher growth and create conditions where students and educators thrive.

With a background as a dual language teacher, school and district administrator, and education policy analyst for the New Mexico Legislature, Andrea is especially interested in synthesizing research evidence to improve decision-making and close opportunity gaps in public education. Prior to joining Annenberg, Andrea completed her PhD in Education from Johns Hopkins University. She also holds an MBA in Education Leadership and an MA in Elementary Education from the University of New Mexico, as well as a BA in Italian language and literature from the University of Notre Dame.

Andrea Flores, Vartan Gregorian Assistant Professor of Education, is a cultural anthropologist who specializes in the anthropology of education. Her research interests primarily center on Latino/a youth’s higher educational aspirations and experiences of social belonging. 

Alyssa M. Bilinski, PhD, MSc, AM, is the Peterson Family Assistant Professor of Health Policy at Brown University School of Public Health in the Departments of Health Services, Policy & Practice and Biostatistics. Her research lies at the intersection of policy evaluation and modeling: developing novel methods to support decision-making and applying these to identify interventions that can most efficiently improve population health and well-being. She has published extensively in peer-reviewed medical, science, policy, and methods journals, including Journal of the American Medical Association, Annals of Internal Medicine, Proceedings of the National Academy of Science, Health Affairs, the Journal of Econometrics, and Value in Health, and collaborated with state, local, and federal public health officials to help translate her research into practice. Her work related to education has focused on modeling strategies for safe school reopening during the COVID-19 pandemic, defining on-ramps and off-ramps for mitigation measures based on local community objectives, and understanding the impact of school reopening policy on parental mental health. Her current work seeks to use absenteeism data to trigger interventions to improve health and educational outcomes. Dr. Bilinski received a PhD in Health Policy (Evaluative Science & Statistics) and an AM in Statistics from Harvard University, an MSc in Medical Statistics from the London School of Hygiene and Tropical Medicine as a Marshall Scholar, and a BA from Yale College.

Alexandra Cooperstock is an award winning sociologist who explores how ethnoracial and social class inequalities are produced and perpetuated in neighborhoods and schools, and how policy contexts influence the neighborhood-school nexus and create stratified opportunity structures. This work contributes to research on inequality and stratification, the sociology of education, community and urban sociology, public policy, and the field of social and spatial demography. Her research has been funded by the Russell Sage Foundation, the William T. Grant Foundation, the American Educational Research Association, and the National Science Foundation. She has been published in general interest, special interest, and interdisciplinary journals including Social Forces, Research in Social Stratification and Mobility, Frontiers in Education, City & Community, as well as the Oxford Handbook of Family Policy.

Alexandra was formerly a K-12 teacher. She worked in both public and charter schools and was awarded Teach for America's Sue Lehmann Excellence in Teacher Leadership Award. She received her Ph.D. in Sociology with a minor in Demography from Cornell University, and a B.A. in Sociology and Women's Studies from the University of Michigan where she graduated Phi Beta Kappa. 

Alexander Lyte is the Grant & Finance Specialist at the Annenberg Institute at Brown. Prior to joining the Annenberg Institute, Alexander was the Community Development Manager at the City of Central Falls and an Accounts Receivable Associate at the Massachusetts Convention Central Authority.

Alex Bolves was a Research Analyst at the Annenberg Institute. His research interests include the economics of education, teacher evaluation, education policy analysis, and human capital formation in communities. He works closely with Matthew Kraft, Ed.D., to study efforts aimed at improving educator and organizational effectiveness in K-12 urban public schools. Following his time as a Research Analyst, he intends to pursue a doctorate in the field of education with an emphasis on quantitative methods for causal inference. Previously, he taught 7th grade English in Baton Rouge, Louisiana. He holds a master's in economics from the Barcelona Graduate School of Economics and a B.A. in Philosophy from Azusa Pacific University.

As a Research Scientist Aizat is an educational economist studying education both in the United States and internationally. Her research examines how educational policies may help students access and thrive in higher education through the theoretically informed application of rigorous methodologies to large-scale and institutional data. 

Prior to her current role, Aizat was an assistant professor of research methods at Suleyman Demirel University. She holds a PhD in administrative and policy studies from the University of Pittsburgh.  

When not at work, Aizat loves spending time with her family and going on long walks with friends.