Meg Caven, a sociologist and education researcher, examines the intersection of education, social policy, and social inequality. Drawing on mixed-methods inquiry, she advances knowledge of how policy reforms alter educational opportunity, practices, environments, and outcomes. She also investigates how school- and district-level decision-making processes influence equity.
Caven leads projects related to the induction and retention of a diverse teacher workforce, co-leads a behavioral and mental health strategic planning group, and contributes to a study on chronic absenteeism. She also advances the research agenda of the REL Northeast & Islands at EDC’s Social and Emotional Learning Research Alliance.
Recently, Caven published an article in Sociology of Education, which provided new insight into the impacts that data-driven decision-making processes can have on school closures in marginalized communities. Before joining EDC, she worked for Abt Associates, where she led qualitative implementation analyses on studies related to expanded learning time in Massachusetts and nationwide.
Caven holds a PhD in Sociology from Brown University and an EdM in Inequality, Civic Education, and Curriculum Development from the Harvard Graduate School of Education.