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.

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Blog

Keeping Students at the Center With Culturally Relevant Performance Assessments

Maya Kaul

May 28 2019
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Teachers and district leaders are leveraging performance assessments to provide students with opportunities to explore interests and issues of their own choosing as they show what they know and are able to do. These authentic assessments create structures and processes for students to bring their full selves to the learning, creating culturally relevant and context-rich projects that can also address community concerns.

Topics Deeper Learning, Deeper Learning: Curriculum, Instruction & Assessment, Deeper Learning: School Organization & Design

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.

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?