Roddy Theobald is the Deputy Director of the National Center for Analysis for Longitudinal Data in Education Research (CALDER) and a Principal Researcher at American Institutes for Research. He received his PhD in Statistics from the University of Washington in 2015, and previously worked as a Research Assistant at the Center for Education Data and Research at the University of Washington and as a 7th-grade math teacher at Westlake Middle School in the Oakland (CA) Unified School District as a Teach For America corps member. His ongoing projects investigate teacher education, licensing, and effectiveness in Massachusetts, Pennsylvania, and Washington, with a particular focus on teacher labor markets for special education and career and technical education (CTE) teachers.

Eunsoo Cho is an Associate Professor in the Special Education and Educational Psychology/Educational Technology programs at Michigan State University. She received Ph.D. from Vanderbilt University and previously worked as a postdoctoral researcher at the Meadows Center for Preventing Educational Risk at the University of Texas at Austin. Her research aims to understand cognitive, motivational, and contextual predictors of literacy development, particularly in students at risk for reading difficulties. She leverages such knowledge to develop literacy assessments and interventions for students with reading difficulties and English learners. She serves as a principal investigator (PI) of an IES grant developing reading instruction that interleaves instructional practices to support a growth mindset for students with reading difficulties in upper elementary grades. She is also a co-PI on an IES-funded project (PI: Truckenmiller) to develop a web-based writing assessment tool that connects the scores to research-based writing instruction. She currently serves as associate editor of the Journal of Learning Disabilities and the British Journal of Educational Psychology. She serves on five other editorial boards, including the Journal of Educational Psychology and Annals of Dyslexia.