John’s University School of Education. In her work, she develops and applies complex statistical methods to study the variation in students’ educational experiences across the U.S., with a focus on understanding the mechanisms that reproduce educational inequalities. Erin is particularly interested in how gender limits children's' educational opportunities within their homes, schools, and neighborhoods. Her research on gender inequality has been published in Educational Researcher and featured in the New York Times and the Atlantic. She holds a Ph.D. in Education Policy from Stanford University, as well as a B.S. in Mathematics (2008) and a M.S. in Applied Mathematics and Statistics (2009) from Georgetown University.