Michelle Berger is a research associate in the K-12 division of EAB. She has completed research on behalf of university, school district, and independent school leaders. Her K-12 research has focused on topics including project management practices for large school districts, the benefits of full-day pre-school programs, school start times, and combating the adolescent vaping crisis. Her recent research focuses on public schools and the COVID-19 crisis. Prior to joining EAB, Michelle worked part-time in data and accountability at an elementary school and she completed an internship at a Think Tank in Washington, D.C.
Michelle graduated summa cum laude and Phi Beta Kappa with a B.A. in Sociology and a minor in Classical Studies from The George Washington University.
Research and Insights
Questions around special education services arise as districts announce plans to continue instruction from a distance. Will COVID-19 exacerbate existing inequities, or could it create a blueprint for equitable, distance-based learning in the future?
Districts operate early childhood education (ECE) programs to serve students and their families before they reach kindergarten. This research explores the practices and philosophies of successful ECE programs.
Implement project-based learning to provide students with an opportunity to conduct in-depth exploration of course topics through applied learning, which promotes student engagement
At most public school districts, students attend elementary schools based on their neighborhood of residence. This report guides administrators deciding whether or not to re-assign students to elementary schools based on their grade.
Offering robust induction programs that incorporate a range of services including mentorship can improve teacher retention rates. The report focuses on how to structure new teacher mentorship programs, how to select and train mentors, and how to manage mentors.