Meg Caven, a sociologist and education researcher, examines the intersection of education, policy, and inequality. Drawing on mixed-methods and participatory inquiry, she advances knowledge of how policy reforms alter educational opportunity, practices, environments, and outcomes. She is particularly interested in leveraging research-practice partnerships to advance racial equity at the intersection of the educational, juvenile justice, and child welfare systems.

Caven leads an evaluation of educational services provided to youth in juvenile justice custody across Massachusetts. She has led studies focused on induction and retention of a diverse teacher workforce and early childhood teacher turnover, and she recently contributed to a study of chronic absenteeism. Previously, she studied expanded learning time at Abt Associates.

Caven has written op eds for The Hill on child care policy and higher education policy, has been interviewed for The Hechinger Report and School Library Journal, and has blogged for ASCD. She is the author of an article in Sociology of Education.

Caven holds a PhD in Sociology from Brown University and an EdM from the Harvard Graduate School of Education.