- Anthony Buttaro, Jr.
Graduate Center, City University of New York
ANTHONY BUTTARO, JR., received his PhD from the City University of New York (CUNY) and serves as adjunct assistant professor in the Sociology department of Queens College, CUNY. His research focuses on comparative analysis, education, and urban studies with the application of advanced statistical modeling. He has been Visiting Academic at the Centre for Longitudinal Studies, Institute of Education (IoE), University College London (UCL) in London, United Kingdom. He is coauthor, with Brenden Beck and Mary Clare Lennon, of “Home Moves and Child Wellbeing in the First Five Years of Life in the United States,” Longitudinal and Life Course Studies: International Journal, 7(3), 2016.
- Sophia Catsambis
Queens College and Graduate Center, City University of New York
SOPHIA CATSAMBIS received her PhD from New York University and is professor of sociology at Queens College and Graduate Center of the City University of New York (CUNY). She is currently director of the MA program in Data Analytics and Applied Social Research at Queens College, CUNY. Her work addresses national equity concerns in education through the use of major longitudinal survey data. She has studied issues such as gender and race differences in mathematics and science, parental involvement in children’s education, interrelationships between family, neighborhood, and school, and ability grouping in elementary and middle grades. Her NIH-funded work on ability grouping in the early elementary grades has produced a number of papers, including, with Anthony Buttaro, Jr., 2012, “Revisiting ‘Kindergarten as Academic Boot Camp’: A Nationwide Study of Ability Grouping and Psycho-Social Development,” Social Psychology of Education, 15(4), 483–515; and, with Anthony Buttaro Jr., Lynn M. Mulkey, Lala Carr Steelman, and Pamela R. Koch, 2012, “Examining Gender Differences in Ability Group Placement at the Onset of Schooling: The Role of Skills, Behaviors and Teacher Evaluations,” Journal of Educational Research, 105(1), 8–20.