Adam K. Edgerton is a member of the Educator Quality team at the Learning Policy Institute, where he is working to analyze teacher and principal turnover. He is also working on a project to develop guidance on how districts can reinvent schools to become more equitable sites for learning—whether using virtual, blended, or in-person instruction.
Edgerton was previously a mixed-methods researcher at The Center of Standards, Alignment, Instruction, and Learning (C-SAIL), which was housed at the University of Pennsylvania and funded by the Institute of Education Sciences. At C-SAIL, he sole-, lead-, and co-authored publications in leading education journals such as Educational Researcher and the American Educational Research Journal on the implementation of k–12 standards. He was a National Academy of Education/Spencer Foundation Dissertation Fellow for his work on collective bargaining in Pennsylvania. Prior to becoming a researcher, he taught high school English, served as an Upward Bound program director, and coordinated curricula as a Vice President of Academics for private high schools in mainland China.
Edgerton received a Ph.D. in Education Policy from the University of Pennsylvania’s Graduate School of Education, an Ed.M. from the Harvard Graduate School of Education, and a B.A. in English and Creative Writing from the University of North Carolina at Chapel Hill.
