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.

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.

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.

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.

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.

Kathleen Flanagan has led numerous evaluation and large-scale assessment projects. Innovative course modules that show educators how to take charge of classroom and school outcomes are available at chartingyourowncourse.com.

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.

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 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 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.