Emily K. Penner’s research examines educational inequality, the impact of education policies on student learning, teacher effectiveness, intervention, peer effects, and comparative international education policies. She is currently involved in projects examining falsification tests of teacher value-added models, parenting interventions provided to low-income mothers through the form of baby books, peer effects of randomly assigned roommates on academic outcomes, and the effects of universal 8th grade algebra policies on English language learners.
Emily received her BA in Economics and International Relations from Claremont McKenna College in 2005. After graduating, she joined Teach for America and taught Spanish bilingual and Sheltered English Immersion classes for three years in Oakland, California. While obtaining her teaching credential and Master's Degree, she helped to open a new small school and served as grade level chair. She also worked as a Reading Intervention Specialist and English Language Development Resource Teacher in Vista, California.
Emily’s research interests include inequality, achievement gaps, teacher effectiveness, intervention, education reform policy, peer effects, comparative international education policy, and English language learners.