Maya Kaul

Research and Policy Assistant

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Maya Kaul is a Research and Policy Assistant on the Deeper Learning team, and she also works on the California Performance Assessment Collaborative.

Prior to joining LPI, Kaul spent a year as a Fulbright Scholar in Helsinki, Finland, conducting research on a nationwide teacher training initiative designed to support phenomenon-based teaching and learning. As an undergraduate, she conducted research analyzing the impact of “zero tolerance” school discipline policies on educational outcomes for students in Chicago Public Schools. She also worked at the Draper Center for Community Partnerships, where she led two afterschool programs committed to expanding college access for students in the greater Los Angeles area. In addition, Kaul has spent a summer as a 7th grade humanities teacher in East Palo Alto, and has spent several years coaching middle and high school students in the Bay Area in speech and debate.

Kaul holds a B.A. in Philosophy, Politics, and Economics (PPE) from Pomona College.

California Performance Assessment Collaborative

Project

California Performance Assessment Collaborative

The California Performance Assessment Collaborative represents educators, policymakers, and researchers who are working to study and advance the use of authentic approaches to assessment, such as presentations, projects, and portfolios, which require students to demonstrate applied knowledge of content and use of 21st century skills. The lessons captured and documented from this work will inform educators seeking to implement performance assessments, as well as policymakers who are developing next-generation assessment and accountability policies.

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.