People

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Showing 51 - 60 of 60 people

Charlie Thompson

Research and Policy Associate

Charlie Thompson is a Research and Policy Associate on the Deeper Learning team, where she focuses on social and emotional learning, the California Performance Assessment Collaborative, and LPI’s work with the Partnership for the Future of Learning. Read more >
Krystal Uzuegbu

Office Administrator, Washington, DC Office

Krystal Uzuegbu is the Office Administrator for the Washington, DC, office. Prior to joining LPI, she gained professional experiences as a receptionist, procurement assistant, and administrative assistant. Read more >
Rachel Valencia

Finance and Operations Analyst

Rachel Valencia is the Finance and Operations Analyst for the Learning Policy Institute's Palo Alto, CA, office. Prior to joining LPI, she gained her professional experience in the biotechnology and hospitality sectors. Read more >
Marjorie Wechsler

Principal Research Manager

Marjorie Wechsler has more than 25 years of experience conducting policy research at the national, state, and local levels. Read more >

Topics Early Childhood Learning, Educator Quality
Larkin Willis

Research and Policy Associate

Larkin Willis is a Research and Policy Associate on the Educator Quality and Deeper Learning teams. She is a co-author of Sharing the Wealth: How Regional Finance and Desegregation Plans Can Enhance Educational Equity. Read more >
Steve Wojcikiewicz

Senior Researcher and Policy Advisor

Steve Wojcikiewicz is a member of LPI’s Educator Quality team. He is a co-author of the book Preparing Teachers for Deeper Learning and of several case studies of educator preparation programs that are part of that project. Read more >
Julie Woods

Senior Policy Advisor

Julie Woods serves as a Senior Policy Advisor at LPI, where she works to strengthen education policy and practice across the country by leveraging high-quality research. Read more >
Li Xiao

Accounting Manager

Li Xiao is the Accounting Manager in the Finance and Operations department. Read more >
Lisa Young

Director of Human Resources and Information Technology

Lisa Young is the Director of Human Resources and Information Technology and has more than 20 years of management and human resources experience. Read more >
Cathy Yun

Senior Researcher

Cathy Yun is a member of LPI’s Early Childhood Learning and Educator Quality teams, where she is working to translate research on teacher preparation and child development to inform policy and practice, particularly as they pertain to higher education and teacher development. 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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