People

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Showing 41 - 50 of 203 people

Sarah Klevan

Senior Researcher

Sarah Klevan is a member of LPI’s Deeper Learning team, where she works on projects focused on whole child education. Read more >
Stephen Kostyo

Policy Advisor

Stephen Kostyo is a member of LPI’s Deeper Learning and Policy teams. He previously worked for Congressman Tim Ryan from Ohio, first as a fellow and then as a Legislative Assistant. Read more >

Topic Deeper Learning
Livia Lam

Livia Lam served as Senior Policy Advisor for the Learning Policy Institute. Read more >
Melanie Leung

Research and Policy Associate

Melanie Leung is a Research and Policy Associate on the Educator Quality and Equitable Resources and Access teams at LPI, where she works with quantitative data to understand inequities in education and find policy strategies to address them. Read more >
Stephanie Levin

Research Manager

Stephanie Levin is a member of LPI’s Equitable Resources and Access team where she is working to translate research on school finance and resource allocation to inform practice and policy. Read more >
Anna Maier

Research Analyst and Policy Advisor

Anna Maier co-leads the Deeper Learning team, with a focus on community schools and performance assessment. Read more >

Topics Early Childhood Learning, Deeper Learning
Monica Martinez

Director of Strategic Initiatives

Monica Martinez provides strategic direction and support for multiple initiatives across LPI, most specifically focused on performance assessment. Martinez has spent her career focused on addressing college success from both the higher education level and the k–12 level. Read more >
Barbara McKenna

Director of Strategic Communications

Barbara McKenna is the Director of Strategic Communications. She oversees outreach relations for LPI, communicating LPI’s news to media and the public and serving as a resource for members of the press looking for research to inform education news of the day. Read more >
Hanna Melnick

Senior Policy Advisor

Hanna Melnick co-leads LPI's Early Childhood Learning team. Her work centers on policies that can improve early learning systems in California and other states, particularly preparing a high-quality, diverse educator workforce. Read more >

Topics Early Childhood Learning, Deeper Learning, The Every Student Succeeds Act (ESSA)
Charmaine Mercer

Charmaine Mercer served as a Senior Researcher for the Learning Policy Institute. Read more >

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Santa Fe cityscape with the Bataan Memorial Building in foreground and mountains in the background

Report

Improving Education the New Mexico Way: An Evidence-Based Approach

Dec 01 2020

In New Mexico, children and young people who face barriers to school success from poverty and marginalization are the norm, not the exception. A year-long study from LPI is designed to provide New Mexico policymakers, stakeholders, leaders, and other interested parties a research perspective on the challenges facing education in the state and to identify evidence-based policies that could build a high-quality, equitable system.

Report

Sustainable Strategies for Funding Teacher Residencies: Lessons From California

Nov 12 2020

High-quality teacher residencies have the potential to address workforce challenges, including teacher shortages, underprepared educators, and, when adequately funded, workforce diversity. In 2018-19, California provided seed funding to jump-start or scale such programs. Recognizing that state funding may not always be reliable, programs are also working toward greater financial sustainability. This report examines the current state of teacher residencies in California and strategies these programs use to sustain funding, particularly in the wake of COVID-19.

Report

Elementary School Principals' Professional Learning: Current Status and Future Needs

Oct 27 2020

Research has found that high-quality professional learning opportunities for principals can build leadership capacity. This study reports on findings from a survey of elementary school principals on access to high-quality professional learning. The survey showed that, while most had access to professional development, far fewer were able to participate in authentic learning opportunities addressing deeper learning, student well-being, and equity.

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