Kathryn Bradley

Research and Policy Associate

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202.798.5598

Kathryn Bradley is a Research and Policy Associate on LPI’s Deeper Learning team.

Prior to joining LPI, Bradley worked as a researcher for Communities In Schools, a national nonprofit organization dedicated to supporting students to achieve their academic, career, and personal goals. There, she utilized mixed methods to examine the supports, services, and outcomes associated with college- and career-readiness. Before embarking on her research career, Bradley taught 4th grade in her hometown of New Haven, CT where she also designed and taught a social justice issues course for high school students.

Bradley holds an M.P.P. and a B.A. in History and Africana Studies, both from George Washington University. She also holds an M.A. in Teaching from Sacred Heart University.

Kathryn Bradley

Related

Report cover for The Tapestry of American Public Education
Report

The Tapestry of American Public Education: How Can We Create a System of Schools Worth Choosing for All?

Oct 25 2018
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Often forgotten in the policy debates on school choice are fundamental questions of whether and how choice influences access to high-quality schools, and whether, in our diverse democracy that requires common ground, choices promote or undermine integration. This report reviews research on a variety of school choice strategies and examines how public school choices can be managed to ensure all students have excellent schools to choose from and are chosen by excellent schools.
Educating the Whole Child: Improving School Climate to Support Student Success
Report

Educating the Whole Child: Improving School Climate to Support Student Success

Sep 07 2018
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Each year in the United States, 46 million children are exposed to violence, crime, abuse, homelessness, or food insecurity—experiences that can affect attention, learning, and behavior. This report looks at neuroscience, science of learning, and child development research on whole child approaches to education that improve learning for all students, especially those living with trauma.
Cover Art for report Making ESSA’s Equity Promise Real: State Strategies to Close the Opportunity Gap
Report

Making ESSA’s Equity Promise Real: State Strategies to Close the Opportunity Gap

Sep 05 2018
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Under the federal Every Student Succeeds Act (ESSA), in addition to the required indicators of schools performance, states can select indicators to measure schools’ efforts to support students and provide equitable opportunities or to identify places where additional investments need to be made to improve education and support underserved students. This report documents how states are taking advantage of this opportunity to address disparities, make schools more inclusive, and help all students succeed.