Jessica Cardichon

Director of Federal Policy and Director, Washington DC Office

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202.798.8462

Jessica Cardichon plays a leadership role in developing federal legislative and regulatory strategy and co-leads LPI’s policy team. She is also a member of LPI’s Educator Quality and Deeper Learning teams and is the lead author of Advancing Educational Equity for Underserved Youth.

Cardichon began her career teaching upper elementary school in New York City for seven years and then working for Teachers College, Columbia University, as a program manager for implementation of early career educator induction programs. Upon moving to Washington, DC, she served as Education Counsel to Senator Bernard Sanders, a member of the Senate Health, Education, Labor, and Pensions Committee. She then served as Senior Director for Federal Policy and Advocacy at the Alliance for Excellent Education. 

Cardichon received an Ed.D. and an M.A. in Politics and Education from Teachers College, Columbia University. She also earned a J.D. from Pace University School of Law.

For more about Jessica Cardichon’s work, see list below.

Jessica Cardichon
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Featured Resources

Webinar: How Investing in Teacher and Leader Professional Development Can Support Student Success
Webinar

Webinar: How Investing in Teacher and Leader Professional Development Can Support Student Success

Aug 28 2017, 2:00 PM EDT
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Researchers discussed seven evidence-based key common elements of effective teacher professional development identified in a new review of 35 methodologically rigorous studies of professional development programs to improve students’ academic outcomes. Practitioners shared how their approaches to professional development are aligned with the research and are improving outcomes for students. Panelists also discussed promising, evidence-based investments in school leadership, including those contained in ESSA state plans that take advantage of the optional Title II, Part A leadership set-aside.
Identifying Schools for Support and Intervention: Using Decision Rules to Support Accountability and Improvement Under ESSA
Brief

Identifying Schools for Support and Intervention: Using Decision Rules to Support Accountability and Improvement Under ESSA

Jun 13 2017
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Under the Every Student Succeeds Act, states are using a new approach to accountability based on multiple indicators of educational opportunity and performance and can decide how to use these measures to identify schools for intervention and support and to encourage systems of continuous improvement. The decision rule approach can encourage greater attention to each of the measures, offer more transparency about how school performance factors into identification, and support more strategic interventions than those informed only by a single rating, ranking, or grade. This brief describes five options for using decision rules that are designed to meet ESSA’s requirements and support states' use of systems that encourage continuous improvement across all schools.
Investing in Effective School Leadership: How States Are Taking Advantage of Opportunities Under ESSA
Brief

Investing in Effective School Leadership: How States Are Taking Advantage of Opportunities Under ESSA

Jun 13 2017
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Principals are essential to improving student achievement and narrowing persistent achievement gaps. The Every Student Succeeds Act (ESSA) provides opportunities for states to use federal funds to invest in developing and supporting effective school leaders, such as supporting their recruitment, preparation, and training using the optional state set-aside under Title II. This brief summarizes the evidence about the importance of principals, describes research-based practices in leadership development, and outlines promising, evidence-based investments from submitted and draft ESSA state plans.