Laura is a social policy scholar with wide-ranging interests in U.S. domestic policy and particular interests in sometimes hard-to-identify populations (immigrant communities, LGBTQ+ individuals). She has training in causal inference and demography, as well as extensive expertise working with large-scale administrative data. She also has a long-time interest in collaborating with state agencies and non-profits. She has a B.A. in History and English from Rice University, a MPA from Indiana University-Bloomington, and a Ph.D. in Public Policy from Duke University.

Dr. Ali is a seasoned education evaluation and research leader. As a research analyst and branch chief for the National Center for Education Evaluation and Regional Assistance, she designed and led large-scale mixed-methods implementation and impact studies. These included studies of educator preparation and development programs, educator performance evaluation systems, postsecondary access strategies, and career pathways programming for youth and adults.

Dr. Kavemuii Murangi is a seasoned education leader with more than 20 years of experience managing large-scale assessment, data collection, professional development, and organizational effectiveness. At Westat, he directed the NAEP High School Transcript Study, co-led the NAEP Support and Service Center, and served as Training and Quality Assurance Director—overseeing stakeholder engagement and national data efforts in collection, analysis, reporting, and dissemination.

As HSTS Project Director, Dr. Murangi led recruitment, data collection, transcript coding and analysis, web-based reporting, and the development of technical documentation. As Co-Project Director of the NAEP Support and Service Center, he oversaw a national infrastructure designed to train and support NAEP coordinators in state and district agencies—guiding more than 80 coordinators through technical assistance, professional learning, and program oversight to ensure successful implementation of NAEP across the country. In his role as Training and Quality Assurance Manager, he spearheaded the development of learning management systems and professional development programs that strengthened assessment literacy and operational performance nationwide.

Dr. Murangi’s expertise includes risk mitigation, accountability, and interdisciplinary collaboration, with a proven ability to guide teams and manage complex projects with precision and purpose. His earlier roles at the Arizona Department of Education and Windhoek College of Education reflect a deep commitment to equity, reform, and data-informed decision-making.

At the Arizona Department of Education, Dr. Murangi served as an Education Program Specialist and Interim State Assessment Director, supporting key initiatives in standards development, performance benchmarking, and assessment administration—including scoring, reporting, and outreach. He also oversaw Arizona’s administration of NAEP, strengthening federal-state collaboration and large-scale logistics. He holds a Doctor of Education in Curriculum & Teaching from Columbia University and is certified to teach Social Studies and Political Science in Maryland.

As a proficient wrangler of both middle school students and administrative data, Richelle brings a wealth of education knowledge to bear on her work. As the former Branch Chief for the Elementary and Secondary Branch at the National Center of Education Statistics, Richelle’s team oversaw the collection of federal K-12 education data within the EDFacts system. Richelle is an expert in the collection, reporting, and use of high-quality federal administrative education data, particularly special education data. Richelle’s super power, though, is her ability to explain complex data and policy concepts in a manner that non-data folks find accessible and easy to understand.

I’m a Researcher with over two decades of experience designing, implementing, and analyzing large-scale education assessments. My work focuses on uncovering meaningful patterns in student learning—across countries, cultures, and contexts—through rigorous data collection and thoughtful analysis.

At the American Institutes for Research (AIR), I collaborated with federal agencies and partner organizations on the U.S. implementation of PISA, a global assessment of student literacy conducted in over 80 countries. This experience deepened my understanding of how school systems and cultural factors shape educational outcomes, and strengthened my ability to translate complex data into practical, evidence-based takeaways. I’ve led technical reviews, managed sensitive student data, and supported the development of high-quality publications under tight deadlines. Beyond analysis, I’ve guided dissemination efforts through in-depth statistical reports, tailored presentations, media briefings, and practitioner-friendly briefs. I also spearheaded the RISE webinar series, which highlights global education research and encouraged dialogue across policy, practice, and research communities.

I’ve always loved the mix of precision, analysis, and people in my work—whether I’m refining survey tools, exploring complex datasets, or mentoring junior staff. I care deeply about making data clear and useful, and I bring empathy and attention to detail to every aspect of the process. Years of remote collaboration have also sharpened my ability to stay organized, meet tight deadlines, and stay connected across teams and time zones.

I’ve seen how much we can learn from different education systems—whether across countries or across states—by comparing student and school-level factors like motivation, instructional methods, and learning environments. Rigorously designed assessments don’t just measure what students know; they help us understand how students learn and grow. I’m committed to using research to shape smarter education policies and create more equitable opportunities for all learners.

Tom Snyder served as Project Director for an AIR Equity Initiative grant on Promoting Equity Funding for Schools Facing Adverse Health Circumstances and Project Director for the National Center for Science and Engineering Statistics, Analytical and Technical Support Services IDIQ. Snyder served as an internal AIR consultant on topics related to the appropriate use and availability of data on all education levels, with specialized expertise in the use of historical data, racial/ethnic data, and statistical programming. Snyder also directed or assisted on dozens of AIR contract and grant proposals. Previously, Snyder served as Director of the Annual Reports and Information Staff at the National Center for Education Statistics (NCES). He has decades of NCES experience in analyzing data directing analyses and reviewing reports, studies, data sets, and survey documents. Snyder has been an author or project director for about 100 reports and papers and conducted briefings and made presentations in a wide variety of formats. Snyder is an internationally recognized expert on education indicators.

I specialize in education research studies by guiding diverse teams of programmers and analysts through the entire research lifecycle. My skills include designing and implementing complex data processing systems, programming custom solutions, and executing procedures for data cleaning and editing, reporting, analytic variable derivation, data matching, and data dissemination. I specialize in managing technical operations for education research, leading business development initiatives, establishing rigorous quality control standards for consistency and accuracy, and fostering collaboration through cross-team events to enhance partnerships and drive innovation.

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.

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.

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.

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.

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.

Maura Spiegelman is a survey methodologist with more than 15 years of experience in social science research. She served as the Study Director for the National Teacher and Principal Survey (NTPS) for nearly 10 years, a system of interrelated surveys of public and private K-12 schools, principals, and teachers. She has extensive experience in all aspects of survey data collection, including questionnaire development, designing data collection protocols, data processing and weighting, analysis, and rigorous documentation. Her research includes innovations to increase survey response rates while lowering respondent burden. This includes using extant data and commercial data, utilizing new survey and communication modes, and testing incentives and contact materials. She holds a PhD in survey methodology from the University of Maryland.

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.

Senior education data systems and data standards leader with 14+ years of experience directing cross-functional teams and multi-agency initiatives at federal and state levels. Expert in all phases of longitudinal data system development including data governance framework creation, stakeholder engagement strategy, data quality management, practical data use implementation, and sustainability planning. Strong track record of successfully leading collaborative efforts across government agencies, educational institutions, and non-profit organizations to build systems that support evidence-based decision making. Skilled at developing comprehensive technical assistance programs that transform technical data requirements into practical, sustainable solutions to improve outcomes across education, workforce, and social service sectors.

Alisha Small is a Researcher who served as the study director of Career and Technical Education (CTE) Statistics at the National Center for Education Statistics (NCES). In this role, Alisha promoted greater access to datasets from the NCES studies, focusing on producing CTE statistics of course-taking and offerings for U.S. learners in secondary, postsecondary, and adult education to increase U.S. employability in high-demand occupations. As the CTE study director, Alisha also served as a co-sponsor of the National Training Education and Workforce Survey Pilot: 2022 with the National Science Foundation, which focuses on the skilled technical workforce with STEM-related certifications, vocational certificates, and licenses obtained at the sub-baccalaureate level offered by community colleges and vocational schools. Her work focused on increasing equitable access to secondary and postsecondary programs, leading to both high-quality jobs and additional high-quality postsecondary educational opportunities.

Alisha is also the former McNair Center scholar for economic growth at the Baker Institute for Public Policy, where she served as the principal researcher of the community-engaged research: “Impact of Urban Revitalization on Small Business Study”. She served over 15 years as an Economist with the U.S. Bureau of Labor Statistics, measuring U.S. job credentialing requirements and employment cost trends and performing data collection and analysis for the National Compensation Survey and the Occupational Requirements Survey. Alisha has interfaced with hundreds of employers across the United States. She has hands-on experience in Standard Occupational Classification (SOC) coding, National American Industry Codes (NAICS), U.S. occupational outlook, and corresponding occupational earnings.

As a former Education Statistician at the National Center for Education Statistics and her work as an Economist at the Bureau of Labor Statistics, she holds subject matter expertise in postsecondary credential analysis across states and knowledge of various education and economic datasets.

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.

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.

Aubrey Brooke has over 20 years of experience designing and developing responsive web applications as a Senior UI/UX Product Designer, specializing in user-centered solutions that resonate with target audiences. Expertise includes leveraging data, user research, and empathy to craft intuitive, engaging, and accessible digital experiences. Proficient in visual design, research, development, and interactivity, with strong leadership skills in guiding teams to successful project outcomes.