Melanie Leung-Gagné is a Researcher at the Learning Policy Institute. She is a quantitative researcher focused on school discipline and the educator workforce. Her analyses combine complex survey data sets to identify high-leverage opportunities for federal and state policy interventions that will improve education quality and equity. Her specific issue areas include discipline disparities, school climate, teacher shortages, teacher diversity, principal professional learning, and curricular access.
Prior to joining LPI, she worked as an education journalist in Hong Kong and as an education researcher in India and the United Arab Emirates. She was also an English and music teacher at an elementary school for migrant workers’ children in mainland China.
Leung-Gagné holds an MA in International Education Policy Analysis from Stanford University and a BSc in Journalism and Communication from the Chinese University of Hong Kong.