As a Research Analyst at the UChicago Consortium, Alyssa delves into the experiences and outcomes of CPS students to identify educational factors that can help students succeed. She collaborates with researchers across the country to examine non-cognitive predictors of student success and the learning trajectories of English Learners. To guide her work, she meets with stakeholders who have expertise in the areas she researches. Before joining the UChicago Consortium, Alyssa worked with the Tennessee Department of Education’s Accountability Team. There, she evaluated the Tennessee Focus School Program and its impact on within-school achievement gaps. She assisted in analyzing student test scores for federally-mandated accountability procedures and in refining Tennessee’s plan for implementing the Every Student Succeeds Act. Alyssa has also worked as a graduate assistant at the Tennessee Education Research Alliance, where she authored briefs on principal leadership and developed an organizational communications strategy. Hailing from the New Orleans area, Alyssa grew interested in education policy during the post-Katrina shifts in schooling that reshaped the city’s educational landscape. She is passionate about the value of researchers and practitioners working together to improve student experiences and outcomes.
|Title||Type||Date Sort ascending|
Linking Social-Emotional Learning to Long-Term Success
Student Survey Responses Show Effects in High School and Beyond
|School Effects on Socio-emotional Development, School-Based Arrests, and Educational Attainment||Working Paper||Feb 2020|
English Learners in Chicago Public Schools
A New Perspective