Julie Adams

Research and Policy Associate

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202.280.6704

Julie Adams is a Research and Policy Associate on the Deeper Learning and Educator Quality teams, and works on the Reimagining College Access Initiative. 

Previously, Adams served as a Research Assistant at Education, Training, Research, where she supported research on equity and inclusion in S.T.E.M. by looking at barriers to computer science education in both k-12 and post-secondary education settings. She also supported curriculum development for an after-school computer science program with a focus on social justice and has served as a tutor for English language learners.

Adams received a B.A. with honors in Psychology from the University of California, Santa Cruz.

Julie Adams
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Featured Resources

teacher talking to a student in a classroom
Report

Preparing Teachers to Support Social and Emotional Learning

May 21 2019
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Well-implemented programs designed to foster social and emotional learning (SEL) are associated with positive outcomes, ranging from better test scores and higher graduation rates to improved social behavior. This LPI study examines San Jose State University's successful teacher preparation program and a California school district's in-service program that incorporate SEL instruction in an effort to inform policymakers, practitioners, and teacher educators about the components of strong, SEL-focused teacher preparation and development systems. 
Cover photo for California’s Positive Outliers: Districts Beating the Odds
Report

California’s Positive Outliers: Districts Beating the Odds

May 16 2019
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LPI studied 156 California school districts of significant size in which students of color, as well as White students, consistently achieve at higher levels than students from similar racial, ethnic, and economic backgrounds. What are these "positive outliers" doing to raise achievement and support students of all backgrounds?
teacher talking to student in a school hallway
Report

Protecting Students' Civil Rights: The Federal Role in School Discipline

May 01 2019
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In 2018, the Trump administration rescinded voluntary federal guidance intended to help states end exclusionary and discriminatory school discipline practices. Many states had implemented policies based on evidence-based approaches outlined in the guidance and have seen lower rates of suspensions and expulsions among all students, including students of color, and other benefits. Loss of that guidance removes an important set of resources available to states and districts to end harmful practices.