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Victoria Sosina, PhD, education researcher, analyzes racial, ethnic, and socioeconomic inequality in public education. Her research focuses on understanding the policies and practices that can exacerbate or ameliorate existing disparities. Her research includes studies of school district finance, exclusionary discipline, and patterns of contextual inequality. She has experience in quantitative methods, the analysis of extant data, and quasi-experimental design.
At SRI, Sosina is involved in several quasi-experimental and experimental impact analyses. She is a quantitative analyst for the Pathway to Academic Success Education Innovation and Research (EIR) Expansion Grant and the New Teacher Center EIR projects. She will also contribute to other projects such as the Policy and Program Studies Service’s (PPSS) Uses of Federal Education Funds Study through quantitative analyses and data management.
Before joining SRI, Sosina was an Institute of Education Sciences (IES) pre-doctoral fellow at Stanford Graduate School of Education, an elementary teacher through Teach for America in Brooklyn, and an English teaching assistant in the Dominican Republic as part of the Fulbright Program. Sosina holds a PhD in sociology of education and a master’s in sociology from Stanford University. Sosina also earned a master’s in teaching from Relay Graduate School of Education and an AB in sociology from Harvard University.
Kea Anderson, Carol E. Tate, Victoria E. Sosina, Elise Levin-Guracar, Emnet Shibre
Tech Report July 1, 2021
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