Teresa is a research analyst in the K-12 division of EAB. She has completed research on behalf of school district, independent school, and university leaders. Her research has explored topics such as diversity, equity, and inclusion (DEI), support for English learners, college and career readiness, and program evaluation.
Prior to joining EAB, Teresa was a Fulbright scholar in Madrid, Spain, where she taught English and coached a Model United Nations team at a bilingual high school. She also has experience teaching reading and language comprehension to students who have learning challenges, such as ADHD, dyslexia, and Autism Spectrum Disorder. While at Bowdoin College, she tutored postsecondary students in writing and led a mentoring program at a local high school.
Teresa earned a B.A. in Biology and Education Studies from Bowdoin College.
Research and Insights
In response to a partner’s institution request for information on determining instructional time for distance learning in the midst of the COVID-19 crisis, EAB researchers identified distance learning instructional minute allocations at districts, charter school networks, and international independent schools. This report provides a number of state requirements to consider as well as examples and recommendations from K-12 institutions across the country.
EAB researchers identified publicly available information on high school grading policies during COVID-19 from districts in the Washington Area Board of Education (WABE) and from the 10 largest school districts in the U.S. (by enrollment, according to the U.S. Census Bureau). Specifically, this report focuses on how administrators plan to assign Quarter 3, Quarter 4, and final grades for credit-bearing courses at the high school level.
Adopting a Career Academy model, which aligns high school curricula with career themes and creates a more personalized educational environment through small learning communities, has contributed to higher graduation rates and earnings among participating students. This brief explores how districts can effectively establish Career Academies.
At a low-incidence district, English language learners (ELLs) make up 5% or less than the total student body. The brief explores different English language models and provides guidance on creating an inclusive school environment for ELLs and their families.
Newly arrived immigrant adolescents represent one of the most at-risk subgroups for academic failure. This research brief discusses how to meet the diverse educational and social-emotional needs of newcomers in middle and high school.
To increase staff engagement and promote a culture of continuous improvement, it is important to create a program evaluation process. This research report discusses how eight districts approach program evaluation.
Due to the ineffectiveness on student outcomes, districts should minimize retention rates—the practice of requiring a student to repeat a grade level. Explore interventions both inside and outside of the school day to support these students.
In the U.S., K-12 students are increasingly enrolling in full-time online learning schools, which operate in 39 states. However, research shows that many online schools struggle to retain their students. This brief profiles retention strategies from five online schools that report retention and course completion rates above 80%.
Preparing teachers for effective block schedule implementation is aided by professional development, classroom observations, and student outcomes data.
Research literature demonstrates that an over-dependence on paraprofessionals may negatively impact students’ growth, both socially and academically. This report provides guidance on how to structure the paraprofessional role and responsibilities to effectively serve students with special needs and ultimately build their capacity to function independently in the school environment.
Chief diversity officers (CDOs) carry the monumental responsibility of creating meaningful and sustained structural and cultural change at an institution. For CDOs to be effective, they must have direct access to executive leadership, a scaffold of institutional supports, and appropriate staff and financial resources.
Having a chief diversity officer, or CDO won’t be enough to create meaningful change—institutions must ensure their CDO role is well thought out, and that the individual filling the role is empowered to build relationships and drive progress on initiatives.
Learn how forward-thinking, long-term cultural change can advance your school’s DEI initiatives.