Kara Long is an intern with the Thomas B. Fordham Institute. Currently, she is pursuing a doctoral degree in education policy at the George Washington University. She also holds an educational specialist degree in school psychology and a master’s degree in education from the University of Missouri-St. Louis and a bachelor’s degree in psychology from Wichita State University. Kara’s research interests include educational equity in school finance and services, disproportionality in special education, and the use of early intervention and prevention in general education. In her free time, Kara enjoys running and riding her bike.