Allison Milby participates in projects related to K–12 and early childhood education, with a focus on teacher preparation and professional development, and college and career pathways. Milby’s experience includes project management; collecting and analyzing qualitative and quantitative data; developing logic models and data collection instruments, including qualitative interview protocols and surveys; and, contributing to client reports.

Milby serves on the management team for the Evaluation of the National Writing Project’s College, Career, and Community Writers Program (C3WP) i3 Scale-Up Grant, which studies professional development aimed at improving teachers’ argument writing instruction. The study team collects and analyzes data from student writing, qualitative interviews, teacher surveys, and instructional logs to examine impacts of the program on teacher instruction and student writing. Milby also developed qualitative instruments and conducted site visits for the New Generation of Educators Initiative, focusing on evaluating reforms to teacher preparation programs at California State University (CSU) campuses. As project director for the Evaluation of Voices College-bound Language Academies’ Charter School Program Grant for Replications and Expansion, Milby worked with Voices to develop a logic model codifying the charter school’s dual-language immersion program as it is replicated in new schools. Milby also manages the Evaluation of LA City College’s STEM Pathways Project, which aims to improve STEM participation and outcomes for underrepresented students at Los Angeles City College. In her role, she has developed surveys and interview protocols, analyzed program participation data, led interviews, and analyzed qualitative data.

Before joining SRI, Milby was an analyst and then a data analytics manager at Bank Street Education Center, where she managed quantitative and qualitative data analysis for a range of projects related to early childhood and K–12 reform. Prior to this, Milby provided instructional and out-of-school support to 8th  graders as a City Year corps member in Philadelphia.

Milby holds a master’s degree in education policy from Teachers College, Columbia University. Her graduate research examined the implementation of a mentoring program for new teachers in the New York City Department of Education. Milby also holds a bachelor’s in philosophy from Rutgers University.

Key projects

1. Evaluation of the National Writing Project’s College, Career, and Community Writers Program (C3WP) i3 Scale-Up Grant
2. Evaluation of the New Generation of Educators Initiative (NGEI)
3. Evaluation of LA City College’s STEM Pathways Program
4. Evaluation of the New Teacher Center i3 Scale-Up Grant
5. Evaluation of the Voices Academies Charter School Program Grant