Aida Ali Akreyi is a research and data strategy expert with over a decade of experience in federal data collection, institutional research, and education policy. Most recently, she served as Statistician and IPEDS Operations Lead at the U.S. Department of Education’s National Center for Education Statistics, where she directed national postsecondary data collection, compliance, and reporting initiatives, ensuring data integrity, accessibility, and usability. Aida brings deep expertise in leading large-scale research projects, developing performance metrics, and translating complex data into actionable insights for policymakers, institutional leaders, and the public. She holds a Ph.D. in Higher Education Administration and Policy from the University of California, Riverside, and is passionate about using data to inform systems change and expand opportunity.

Experienced leader in large-scale assessment and psychometrics with over 25 years specializing in educational measurement, statistical analysis, and data-driven reporting. Recognized for managing complex national and international assessment programs and coordinating cross-functional teams through all phases of test development, validation, administration, and analysis. Adept at translating sophisticated data into actionable insights and effectively communicating results to all.

Experienced mathematical statistician with a wide range of research and analytic skills. In-depth experience with all aspects of survey research, including conceptual development, survey design management, and quantitative data analysis using appropriate statistical methodology. Specific expertise in data confidentiality and statistical disclosure limitation procedures. Effective written and oral communication skills.

I’m an Education Researcher fueled by a passion for improving the lives of young children and their families through thoughtful, data-driven change. I believe that when research is done well—and shared wisely—it can elevate entire systems of early childhood education and care. My work centers on uncovering what works, for whom, and why, using rigorous program evaluation and applied research to guide practice and policy.

Across federal, state, and local departments of education, foundations, and nonprofit organizations, I’ve collaborated with diverse teams to design evaluations, develop assessments, and build evidence that informs strategy. Whether managing a national study, advising on state policy, or crafting insights for practitioners, I strive to make complex information useful and actionable for those shaping the field.

My approach blends strategic thinking with creativity, problem-solving, and a deep commitment to equity. I led project and staff management for the Early Childhood Longitudinal Study (ECLS), ensuring high-quality results and timely deliverables. I’ve provided technical assistance to Chicago Public Schools, supported content alignment for Oklahoma’s Early Learning Inventory, and helped refine training and assessment protocols across multiple states. My work with the Birth through Eight Strategy for Tulsa enhanced data quality through improved protocols.

Globally, I’ve represented U.S. perspectives in shaping the International Early Learning Study (IELS), overseeing a national pilot and facilitating key conversations with NAEYC and the U.S. Department of Health and Human Services. Throughout, I’ve remained focused on making data meaningful—refining instruments, translating findings for broad audiences, and building bridges between research and practice.

At the heart of my work is a belief: that data, when centered on real people and real needs, can be a powerful tool for advancing opportunity and equity. I’m here to help organizations take the next best step for the children and families they serve.

Experienced in team leadership, project management, oral and written presentation, recruitment and outreach, Elise brings passion and focus to her projects.

Most recently, at NCES, Elise managed six simultaneous large, nationally representative longitudinal studies of high schoolers into adulthood, resulting in the release of over 10 national-level datasets of survey and administrative data with supporting documentation and supplementary tables. Every product release was on-budget and on-schedule, meeting Congressional mandates for NCES data release and NCES Standards for high data quality.

With over 16 years of experience as a leader within the U.S. Department of Education, public service is the foundation of my career. I excel in building programs, fostering collaboration, and making data accessible to drive decisions–including qualitative data. I thrive on creating lasting connections (within and beyond the education sector) among stakeholders with differing perspectives and experiences. During my tenure at the Department, my work included:

1) U.S. Department of Education-wide Lead for implementing Office of Management & Budget’s revised race/ethnicity standards across the Department and the entire U.S. education system; 2) Project Director for the National Indian Education Study, the largest nationally representative data collection of American Indian and Alaska Native students in the country; 3) Task Leader for all National Assessment of Educational Progress Survey Questions; and 4) U.S. Delegate (elected 2025 chair) to the Organization for Economic Co-operation and Development’s “NESLI Network” – the collection and reporting of system-level descriptive information on educational structures, policies and practices related to education systems.

Kristi is a sociologist with expertise in research design, data analysis, and stakeholder communications. At NCES, she led the Digest of Education Statistics, which is a core statistical reference that covers education topics from early childhood to K-12, post-secondary, and adult outcomes, all across several equity dimensions. Her prior experience includes working with state and local education organizations, including the city of Newark, NJ, and Saint Louis Public Schools, on community-driven research projects. Kristi has more than 10 years of experience with quantitative data analysis and writing for technical and non-technical audiences.

Senior project leader with over 20 years of experience managing federal statistics projects and tasks in both federal and contract settings. Subject matter expertise in high school transcript study analysis and knowledge of various education and health datasets. Expertise in program coordination, statistical analysis, technical writing and editing, and dissemination planning. Experience working in state and local education organizations on K-12 education accountability and performance measures.

Most recently at NCES, Linda served as project leader responsible for leading the U.S. data collection of 2023 International Computer and Information Literacy Study (ICILS) as well as the 2019 and 2024 National Assessment of Education Progress (NAEP) High School Transcript Studies (HSTS). She presented key findings from the ICILS 2023 U.S. Highlights Report to staff from the Secretary of Education, White House, and Congressional offices and the 2019 NAEP HSTS Results at several National Assessment Governing Board meetings. In addition, she oversaw the development of various presentations, briefing books and press releases, and led in preparing for the NCES Commissioner’s media briefing, resulting in useful and policy-relevant national media coverage. She managed the restart of the NAEP HSTS and established policies and procedures for a new middle school transcript data collection. Early in her career, she conducted statistical analysis using SAS, SUDAAN, and Wesvar for a variety of private organizations looking at national health metrics and developed database applications for collecting data.

Linda also has considerable federal acquisition and contract experience working with program leaders and contract officers to manage the First International Consolidated National Contract for three international studies, and Education Statistics Service Institute Network (ESSIN) and Procurement of Research Evaluation and Statistics (PRESTO) task orders. She led in developing solicitations for and rewarding several of these task orders, reviewed contract proposals, monitored contract performance and budgets, and prepared contract modifications.

Bridge builder, coordinating multiple partner teams on driving scalable, evidence-based solutions. Manage complex projects, supervising teams and aligning protocols with regulatory and compliance standards. Translate data into actionable insights, and foster collaboration across mission-driven organizations and clients. Adaptable, detail-oriented, and proactive, with strong track record in relationship-building, seeking feedback, and analytical thinking. Passionate about data quality, staff development, creating innovative tools, delivering measurable outcomes, strengthening programs and informing policy.

Lisa Kessler is an experienced Education Research Analyst with a strong track record in school recruitment for large-scale national studies. She excels at building relationships with states, districts and schools, navigating complex approval processes, and meeting ambitious participation goals. With a Master of Education and a data-driven mindset, she translates recruitment outcomes into actionable insights to inform project strategies. Lisa is passionate about using research to elevate student outcomes and ensure diverse voices are represented in education studies.

Using strategic planning and data-driven decision-making to stimulate organizational dynamics and influence scales of effectiveness, Jerry Malitz helps clients successfully launch, analyze, and redesign programs and processes to support data and research priorities. By helping align requirements with client and user needs, by conducting targeted reviews, by developing effective processes, and through targeted training, technical assistance and data coaching, Malitz provides innovative, effective, and timely data and research solutions to clients, their staff, and customers.

At the U.S. Department of Education, Jerry Malitz served in a senior leadership role as the first Chief Information Technology Officer at the Institute of Education Sciences (IES). In this role he conceptualized, designed, and implemented information technologies across the Institute. Prior to that he served as the Chief Technology Officer and Webmaster at the National Center for Education Statistics (NCES), where he was the creative director in spearheading improvements in serving the needs of customers, management, and staff through the NCES website. Before taking those positions at IES and NCES, Malitz was responsible for the initial development of the Classification of Instructional Programs (CIP), the Course Classification System, the Student and the Staff Data Handbooks for Elementary, Secondary, and Early Childhood Education. He led the Migrant Student Record Exchange Task Force, and he was the U.S. Department of Education’s project director for the SPEEDE/ExPRESS project as well as managing several surveys including NPSAS, IPEDS, and VEDS.

Mr. Malitz has produced several books, videos, and training sessions on data use and on the use of technology in education, and he has designed numerous applications for the dissemination and collection of information through the web.

Mr. Malitz continues to work with federal agencies, associations, State Education Departments, and postsecondary institutions, designing research approaches, putting the proper data tools at the disposal of education practitioners, and providing instruction on how to best use them to inform decision-making.