Meet the team
Jonathan E. Collins, Ph.D. (he/him/his) is the associate director of the Center for Educational Equity and lab director of the School Board and Youth Engagement Lab. Collins is an assistant professor of political science and education at Teachers College, Columbia University and an assistant professor of political science (by courtesy) at Columbia University. His research focuses on race and ethnic politics, urban politics, state and local politics, education politics and policy, and democratic innovations. As a researcher, Collins has been at the forefront of the study of public participation at school board meetings. His book in progress, Democracy Speaks: School Board Governance through Deliberative Culture, demonstrates how democratic school board governance facilitates urban education policy reform. He has also written on civics education, African American voting behavior, local election reform, and school finance policy. His scholarship has been published in the American Political Science Review, Political Behavior, the Peabody Journal of Education, American Politics Research, the Urban Affairs Review, the Journal of Urban Affairs, and Local Government Studies. His public writings have appeared in the Washington Post, Education Week, the 74, and the Brookings Institute. Collins is also a regular columnist for Phi Delta Kappan.
He is the recipient of numerous awards including the Ford Foundation Postdoctoral Fellowship Award, the American Political Science Association's Susan Clarke Young Scholar Award, and the Brown University Presidential Postdoctoral Fellowship Award. His research has been funded by the Spencer Foundation and the U.S. Department of Education’s Institute of Education Sciences (IES).
He holds a Ph.D. in political science and an M.A. in African American Studies from the University of California - Los Angeles (UCLA) as well as a B.A. in English from Morehouse College.
Jonathan E. Collins, Ph.D. (he/him/his) is the associate director of the Center for Educational Equity and lab director of the School Board and Youth Engagement Lab. Collins is an assistant professor of political science and education at Teachers College, Columbia University and an assistant professor of political science (by courtesy) at Columbia University. His research focuses on race and ethnic politics, urban politics, state and local politics, education politics and policy, and democratic innovations. As a researcher, Collins has been at the forefront of the study of public participation at school board meetings. His book in progress, Democracy Speaks: School Board Governance through Deliberative Culture, demonstrates how democratic school board governance facilitates urban education policy reform. He has also written on civics education, African American voting behavior, local election reform, and school finance policy. His scholarship has been published in the American Political Science Review, Political Behavior, the Peabody Journal of Education, American Politics Research, the Urban Affairs Review, the Journal of Urban Affairs, and Local Government Studies. His public writings have appeared in the Washington Post, Education Week, the 74, and the Brookings Institute. Collins is also a regular columnist for Phi Delta Kappan.
He is the recipient of numerous awards including the Ford Foundation Postdoctoral Fellowship Award, the American Political Science Association's Susan Clarke Young Scholar Award, and the Brown University Presidential Postdoctoral Fellowship Award. His research has been funded by the Spencer Foundation and the U.S. Department of Education’s Institute of Education Sciences (IES).
He holds a Ph.D. in political science and an M.A. in African American Studies from the University of California - Los Angeles (UCLA) as well as a B.A. in English from Morehouse College.
Staff Members
Shawn Filer, M.A., currently serves as a Research and Innovation Associate at the Center for Educational Equity. He is a global strategist and technology leader at the nexus of capital markets, artificial intelligence, and education reform. A former McKinsey consultant with experience in the Netherlands, Hong Kong, and Tanzania, he brings a worldwide perspective to building systems that drive competitiveness and equity in the digital economy. A Stanford graduate in engineering and leadership studies, Filer integrates finance, technology, and policy to shape long-term growth. His contribution to public schools focuses on helping leaders optimize budgets, improve operational efficiency, and integrate community voice into policy decisions.
Shawn Filer, M.A., currently serves as a Research and Innovation Associate at the Center for Educational Equity. He is a global strategist and technology leader at the nexus of capital markets, artificial intelligence, and education reform. A former McKinsey consultant with experience in the Netherlands, Hong Kong, and Tanzania, he brings a worldwide perspective to building systems that drive competitiveness and equity in the digital economy. A Stanford graduate in engineering and leadership studies, Filer integrates finance, technology, and policy to shape long-term growth. His contribution to public schools focuses on helping leaders optimize budgets, improve operational efficiency, and integrate community voice into policy decisions.
McLain Miller, M.A., received her master's degree in Politics & Education from Teachers College in May of 2025 and has since been working for NYC Public Schools as a substitute teacher. McLain is driven by her passion for school board politics and policy and is thrilled to use this passion to rejoin the S-BYE lab as a Researcher for the Dewey Data Project. When McLain initially worked with the S-BYE lab as a Research Assistant, she was honored to join in conversations with local education policy makers to share findings from her published state reports and other research projects that focused on school board politics. Before moving to New York, McLain was born and raised in Florida where she received her bachelor's degree in Education and later worked in the Florida public school system.
McLain Miller, M.A., received her master's degree in Politics & Education from Teachers College in May of 2025 and has since been working for NYC Public Schools as a substitute teacher. McLain is driven by her passion for school board politics and policy and is thrilled to use this passion to rejoin the S-BYE lab as a Researcher for the Dewey Data Project. When McLain initially worked with the S-BYE lab as a Research Assistant, she was honored to join in conversations with local education policy makers to share findings from her published state reports and other research projects that focused on school board politics. Before moving to New York, McLain was born and raised in Florida where she received her bachelor's degree in Education and later worked in the Florida public school system.
Research Assistants
Briana Edwards is a first year student in the Politics and Education PhD program at Teachers College, Columbia University. Prior to coming to Teachers College, she received a Bachelor’s degree in Political Science and a Master’s in Teaching Secondary Education Social Studies from the University of South Carolina, and a Masters in Education Policy from the University of Pennsylvania. During her time at the University of Pennsylvania, Briana worked on research related to civic opportunity gaps for urban youth, and assisted in the development of an Academically Based Community Service (ABCS) course designed for Penn students invested in contributing to youth civic engagement efforts in Philadelphia public schools.
Briana also worked as a social studies teacher in the Washington D.C. area for 4 years, teaching primarily government and civics courses. Her professional goals are centered around exploring new and innovative ways to increase diversity of stakeholder voice in education policy conversations and decisions. As a research assistant at the S-BYE Lab, Briana looks forward to using her prior experiences to support projects that help to amplify the voices of students, teachers, and parents in the education policymaking process.
Briana Edwards is a first year student in the Politics and Education PhD program at Teachers College, Columbia University. Prior to coming to Teachers College, she received a Bachelor’s degree in Political Science and a Master’s in Teaching Secondary Education Social Studies from the University of South Carolina, and a Masters in Education Policy from the University of Pennsylvania. During her time at the University of Pennsylvania, Briana worked on research related to civic opportunity gaps for urban youth, and assisted in the development of an Academically Based Community Service (ABCS) course designed for Penn students invested in contributing to youth civic engagement efforts in Philadelphia public schools.
Briana also worked as a social studies teacher in the Washington D.C. area for 4 years, teaching primarily government and civics courses. Her professional goals are centered around exploring new and innovative ways to increase diversity of stakeholder voice in education policy conversations and decisions. As a research assistant at the S-BYE Lab, Briana looks forward to using her prior experiences to support projects that help to amplify the voices of students, teachers, and parents in the education policymaking process.
Chloe is a Politics and Education Ph.D. student, Columbia Law School Center for Public Research and Leadership Project Associate, and former Teacher’s College Arthur Zankel REACH Fellow with a passion for educational equity research, policy, and teaching.
Chloe received her Bachelor’s Degree in History from the University of Idaho in 2018 and Master’s Degree at Teachers College in 2022. Following her studies in Idaho, she accepted a position as the Education Fellow at the National Center for Civil and Human Rights in Atlanta Georgia. There, Chloe pursued research concerning the contemporary history of public policy and educational equity. While publishing content on notable historical figures and persistent inequity rooted in historic systems, Chloe engages with historical research and the interaction of contemporary American history and political identity.
Chloe’s professional aspiration is to connect public education with evidence-based research that defines historic systemic inequity in order to understand modern political systems, movements, and identity.
Chloe is a Politics and Education Ph.D. student, Columbia Law School Center for Public Research and Leadership Project Associate, and former Teacher’s College Arthur Zankel REACH Fellow with a passion for educational equity research, policy, and teaching.
Chloe received her Bachelor’s Degree in History from the University of Idaho in 2018 and Master’s Degree at Teachers College in 2022. Following her studies in Idaho, she accepted a position as the Education Fellow at the National Center for Civil and Human Rights in Atlanta Georgia. There, Chloe pursued research concerning the contemporary history of public policy and educational equity. While publishing content on notable historical figures and persistent inequity rooted in historic systems, Chloe engages with historical research and the interaction of contemporary American history and political identity.
Chloe’s professional aspiration is to connect public education with evidence-based research that defines historic systemic inequity in order to understand modern political systems, movements, and identity.
Yordani is a sophomore at Columbia College studying American Studies and Education. He is deeply committed to education research and transformative pedagogies. As an aspiring researcher and educator, he currently works as a Research Assistant to Professor Amelia Simone Herbert, assisting on her book project about the politics of aspiration in Cape Town, South Africa. He also serves as a program facilitator for the Oyate Group’s Rise Leadership Program, where he co-facilitates the Beats and Rhymes and Youth Council cohorts. Additionally, Yordani is the Chief-of-Staff for Columbia Educational Simulations (CESIMS), the only nonprofit Model United Nations conference at Columbia, which brings together high school students from across New York City for an enriching educational experience. Finally, through S-Bye Labs, he is contributing to curriculum design for the Making Democracy Real project—an initiative that seeks to integrate democratic principles into the toolkit of the children of our tomorrow.
Yordani is a sophomore at Columbia College studying American Studies and Education. He is deeply committed to education research and transformative pedagogies. As an aspiring researcher and educator, he currently works as a Research Assistant to Professor Amelia Simone Herbert, assisting on her book project about the politics of aspiration in Cape Town, South Africa. He also serves as a program facilitator for the Oyate Group’s Rise Leadership Program, where he co-facilitates the Beats and Rhymes and Youth Council cohorts. Additionally, Yordani is the Chief-of-Staff for Columbia Educational Simulations (CESIMS), the only nonprofit Model United Nations conference at Columbia, which brings together high school students from across New York City for an enriching educational experience. Finally, through S-Bye Labs, he is contributing to curriculum design for the Making Democracy Real project—an initiative that seeks to integrate democratic principles into the toolkit of the children of our tomorrow.
Project Consultants
Beyond Rising Interns
Geily Gonzalez is a student at the City College of New York studying English with a concentration in Secondary Education. Her passion for education and equity in classrooms across New York was sparked by her upbringing as a first generation Dominican-American student in the Bronx. She is pursuing a career as an educator to uplift student voices and foster an inclusive learning environment for students regardless of their backgrounds.
As a Research Assistant at the S-BYE Lab, Geily is excited to contribute to a project centered on school finance reform and the fight for equity in public school financing.
Geily Gonzalez is a student at the City College of New York studying English with a concentration in Secondary Education. Her passion for education and equity in classrooms across New York was sparked by her upbringing as a first generation Dominican-American student in the Bronx. She is pursuing a career as an educator to uplift student voices and foster an inclusive learning environment for students regardless of their backgrounds.
As a Research Assistant at the S-BYE Lab, Geily is excited to contribute to a project centered on school finance reform and the fight for equity in public school financing.
Daeshanell Jarrett is currently a senior in high school who has committed myself to my school community through leadership initiatives. I have exemplified this by being a Fellow at The Opportunity Network. This allows me to bolster my professional skills and advocate for myself and others. Similarly to The Opportunity Network, I am a Thrive Scholar. This speaks to my ability to build community despite adversity and develop talents that greatly impact any environment I’m in. As a 2024 alumna of the Hugh O'Brian Youth (HOBY) Leadership Seminar, I further developed my leadership skills, which I vow to represent in every aspect of my life.
I plan to study nursing in my undergraduate years and further my degree by specializing in Anesthesia. The work at the S-BYE Lab stuck out to me because I am familiar with studying in an underfunded school district and the effects it has on students and faculty. Although unfamiliar with further education for now, I plan on bringing great zeal and a more distinct perspective to the project, in discovering more about our education system.
Daeshanell Jarrett is currently a senior in high school who has committed myself to my school community through leadership initiatives. I have exemplified this by being a Fellow at The Opportunity Network. This allows me to bolster my professional skills and advocate for myself and others. Similarly to The Opportunity Network, I am a Thrive Scholar. This speaks to my ability to build community despite adversity and develop talents that greatly impact any environment I’m in. As a 2024 alumna of the Hugh O'Brian Youth (HOBY) Leadership Seminar, I further developed my leadership skills, which I vow to represent in every aspect of my life.
I plan to study nursing in my undergraduate years and further my degree by specializing in Anesthesia. The work at the S-BYE Lab stuck out to me because I am familiar with studying in an underfunded school district and the effects it has on students and faculty. Although unfamiliar with further education for now, I plan on bringing great zeal and a more distinct perspective to the project, in discovering more about our education system.