Hannah Goldstein is a Postdoctoral Research Associate at the Annenberg Institute at Brown University. Rooted in qualitative methods, her research examines how equity-centered education policies are interpreted and enacted across K–12 systems, with particular attention to how educators and system leaders exercise agency within complex political and organizational contexts. Her scholarship explores the role of cross-system collaboration in advancing democratic and equitable change in education, with a focus on how relationships across schools, districts, state agencies, and communities shape efforts toward educational equity.

Committed to actionable and community-engaged scholarship, Hannah employs collaborative, partnership-based approaches, including research–practice partnerships, to generate knowledge that supports educators and policymakers. Building on her interest in how organizational contexts influence educational practice and improvement, her current work at the Annenberg Institute investigates the organizational and individual conditions that contribute to educator success. Through this work, she examines how highly effective teachers develop and sustain their practice over time and how schools and systems can cultivate conditions that support strong teaching and improved outcomes for historically marginalized students.

Hannah earned her Ph.D. in Education Policy from the University of Pittsburgh and previously taught biology and environmental science in New York City public schools, and elementary English in Suncheon, South Korea. She also holds a B.A. in Environmental Science from the University of Colorado at Boulder and an M.A. in Secondary Science Education from Brooklyn College. Her experiences as an educator continue to ground her scholarship in the realities of practice and a commitment to more equitable and democratic forms of educational change.

John Fallon is a Postdoctoral Research Associate at the Annenberg Institute at Brown University. He is a labor economist who studies how labor markets shape who enters teaching, how workers build skills on the job, and how hiring actually happens.

At Annenberg, John's work connects rigorous causal and structural evidence to the practical decisions districts and states face. He came to Annenberg because it takes both halves of that sentence seriously: the evidence has to be credible, and it has to reach the people who use it.

His research spans three areas. One strand examines teacher labor markets and peer effects, asking how teachers learn from their colleagues and what that means for how schools staff classrooms. A second studies occupational licensing, including how competing licensed professions shape access to services. A third looks at hiring in online platform markets, where algorithms increasingly mediate the match between workers and firms. Across all three, the common thread is a focus on the institutions and frictions that determine who gets opportunities to work, learn, and thrive.

John earned his PhD in economics from Boston University in 2026, where he was advised by Kevin Lang.