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Ashley Campbell has experience in both qualitative and quantitative research with a focus on preK–12 reform, teacher development and policy analysis.
Campbell has extensive experience managing large-scale research projects. She is currently the project manager for the Teacher Incentive Fund Evaluation for cohorts 1 and 2, and the Colorado Collaborative Strategic Reading evaluation, which is funded by IES through the Investing in Innovation [i3] program. For these and other studies, she is developing data collection instruments, conducting case studies, analyzing surveys and other quantitative data and co-authoring reports. Her current project work also includes the Bridging the Equity Gap project, which focuses on underrepresented students in the International Baccalaureate Diploma Programme. Campbell is also participating in the Evaluation of the Massachusetts' Human Capital Management Initiative and the Evaluation of the Next Generation Educators project, both of which center on the development and support of teachers. Most recently, Campbell has contributed to emerging research on California’s Local Control Funding Formula through policy analysis, case study work and reporting. She is currently conducting research targeting younger children through a review of Early Childhood Education funding in California and Kindergarten Entry Assessments in four states.
Campbell's past research at SRI has included managing a study of District Capacity in Arts Education as well as the Chicago Comprehensive High School Evaluation. The Chicago study, as well as the Evaluation of the California Linked Learning Initiative both aimed to increase student engagement and provide a portfolio of secondary options to students. Other work, such as the evaluation of the National Writing Project Professional development and a long-standing research commitment to Teaching and California’s Future, focused on the development and support of teachers.
Prior to joining SRI, Campbell worked as a research assistant for the School Choice Demonstration Project in Washington, D.C., helping to evaluate the first federally funded voucher program. She also participated in a feasibility study for the establishment of a Cristo Rey Network high school in Washington, D.C. She has experience in budgeting and finance and has worked as a budget analyst for the city and county of Denver, helping to review agency efficiencies and develop performance measurement systems.
Campbell holds undergraduate degrees in political science and psychology from Arizona State University. She earned a master's degree in public policy from Georgetown University with an emphasis in education, family and social issues.