Jaymes Pyne joined the Gardner Center as a research associate in 2019. He earned his Ph.D. from the Department of Sociology at the University of Wisconsin – Madison, with a distributed minor in educational psychology and policy. While there he was a fellow at both the Interdisciplinary Training Program in the Education Sciences (ITP) and the Institute for Research on Poverty (IRP). Since it began, Jaymes was the research assistant for the Madison Education Partnership (MEP), producing several research briefs on four-year-old kindergarten enrollment, 4K effectiveness, elementary and middle school attendance policies, and student engagement in school. Prior to entering graduate school, he was an assistant director at the Center for Educational Partnerships at Grand Valley State University, a school counselor, a youth counselor for adjudicated adolescents, and a substitute teacher in urban, suburban, and rural school districts.
In his scholarly work, Jaymes writes on how social inequalities and institutional policies influence people’s beliefs and actions. His substantive expertise lies in social stratification, sociology of education and social psychology literatures—using a mixture of quantitative methods in advanced regression, experimental and quasi-experimental designs for his research. His work appears in journals such as Proceedings of the National Academy of Sciences, Educational Researcher, Sociology of Education, and the Journal of School Psychology.