Emily Hanno is a postdoctoral researcher with the Saul Zaentz Early Education Initiative at the Harvard Graduate School of Education. Her research interests stand at the intersection of quantitative policy analysis and the study of human development. She is broadly interested in exploring how specific teacher practices in early childhood and K-12 settings shape child outcomes, as well as how these teacher actions are influenced by in- and out-of-school factors. While a doctoral student, Emily served as a research assistant to Professors Dana McCoy, Stephanie Jones, and Nonie Lesaux and at the Center for Education Policy Research. Emily has also served as a research fellow with the Community Action Project, an anti-poverty agency providing quality early education opportunities to thousands of children in Tulsa, Oklahoma. Prior to beginning doctoral studies, Emily taught in a Head Start program in Houston, Texas and then served as an instructional coach for early career teachers in the city. Emily holds a B.A. in Economics and International Relations from Tufts University, a Master's degree in Human Development and Psychology from Harvard, and Ph.D. in Education Policy and Program Evaluation from Harvard.