Chazz Higginbotham is a Research Associate at the Learning Policy Institute. His work focuses on educator workforce equity, including teacher certification, assignment, and access to qualified educators for historically underserved student populations. He supports quantitative and mixed-methods research projects that examine educator labor market conditions, district staffing patterns, and the impacts of education policy. Higginbotham plays a key role in managing and analyzing large administrative datasets and translating findings into policy-relevant reports and briefs.

Previously, Higginbotham worked as a guidance counselor in the Bronx and in Boston and has held education research and evaluation roles with consulting firms, think tanks, and nonprofit organizations. He has contributed to federal grant evaluations, policy analyses, and program evaluations across multiple districts, supporting school districts and public agencies in using evidence to strengthen implementation and advance equity.

Higginbotham holds an MA in Education Policy and Social Analysis from Teachers College, Columbia University, and a BA in Philosophy with Honors and Psychology from Connecticut College.