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.

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.

Jared Coopersmith (PhD) is a statistician with 19 years of experience focusing on survey research, statistical sample designs and weighting, report writing, and evaluation design. His most recent role was Chief Statistician for the Ipsos KnowledgePanel, leading a team of statisticians to develop complex sampling and weighting designs to meet specific client needs. Outside of his KnowledgePanel work, he also participated in developing proposals and led sampling and weighting for large-scale projects. This included the nonresponse bias analysis and weighting for the US Department of Transportation 2022 National Household Transportation Survey.
Prior to his work at Ipsos he was a Senior Statistician at Mathematica, where he led the sample design and implementation for multiple large scale survey e􀆯orts for the US Department of Education, the Centers for Medicare and Medicaid Services, and non-profit clients like the Robert Wood Johnson Foundation and the Bill & Melinda Gates Foundation. Much of this work involved extensive sample frame construction, and utilized complex, multi-stage sample selection to achieve precision targets and supporting analytic goals.
Dr Coopersmith also had extensive experience with evaluation design at Mathematica and co-led an evaluation of prior authorization for non-emergent ambulatory transportation for the Center for Medicare and Medicaid Innovation, which identified significant cost savings with little impact on beneficiary health. Along with other colleagues he also co-authored several papers examining the ability of non-experimental methods to replicate experimental findings. Before joining Mathematica in 2012, Dr Coopersmith was an associate research scientist at the National Center for Education Statistics, overseeing two rapid turnaround survey systems.

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.

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.

Dr. Claire Han is a researcher and with expertise in meta-analysis and systematic review. She is passionate about communicating meta-analytic results to practitioners and policymakers by encouraging understanding without ignoring complexity. Her meta-analysis application, MyEducationResearcher, aims to democratize evidence in education by making meta-analysis affordable and swift. Previously, Dr. Han has worked for the American Institutes for Research, and received her PhD in Education from Johns Hopkins University. Dr. Han’s research has been funded by the National Science Foundation; Society for Research and Reform in Education, and the Institute of Education Sciences.

Dr. Rebecca Hinze-Pifer is an education researcher and former classroom teacher whose work closes the gap between rigorous evidence and actionable insight for education leaders. Over more than a decade of district-partnered research, she has led multi-year evaluations of major reforms in Chicago Public Schools including the removal of police officers from schools, alternative high school transfer policy, and the effects of community violence on student outcomes, briefing district leadership and reaching public audiences through the Chicago Tribune, Chalkbeat, and WBEZ. She has directed randomized controlled trials of school-based social-emotional interventions in the United States and internationally, including a 30-school RCT in El Salvador presented to the World Bank and USAID. Her methodological toolkit spans causal inference, longitudinal and geospatial data integration, and mixed-methods design, with particular interests in school discipline and safety, teacher retention, and K–12 administrative data. She has served on the faculty of the University of Illinois Urbana-Champaign, where she taught doctoral quantitative methods, and holds a Ph.D. in Public Policy from the University of Chicago — having started out, improbably, in astrophysics.

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.