The Evidence for Improvement approach described in this paper is designed to enhance a network’s internal learning processes and, in turn, lead to more positive impacts for educators and students. It has implications for improvement practitioners, evaluators, and funders.
Kelly is an associate in the evidence and analytics group. She joined the Foundation in 2018 as a networked improvement science fellow. Prior to joining Carnegie, Kelly was a postdoctoral fellow at Northwestern University, where she worked on the COHERE Project which investigates school districts’ efforts to create alignment and continuity in math instruction for Pre K-3 grades and the influence these initiatives have on students’ math learning. Kelly is particularly interested in the design and implementation of system-level reforms that promote continuous improvement of instruction and school quality. Using qualitative research methods, Kelly explored the effects of school accountability policies and networked school support structures.
Kelly earned a Ph.D. in education administration and policy from the University of Michigan. She also has a masters in education administration, leadership and technology from NYU and a masters in English education from Teachers College, Columbia University. She worked as a high school English teacher at Stuyvesant High School in New York City, a teacher-educator at the University of Michigan, School of Education in Ann Arbor, and a business consultant at Arthur Anderson in Detroit and Chicago.
February 19, 2020