CERI Center Operations Manager, SRI Education
Kaily Yee, a research analyst in SRI Education, has experience in both qualitative and quantitative research on K–12 school reform, teacher development, and innovative policies and practices that support student learning. Currently, she is the project director for the Evaluation of IDEA Public Schools’ Race to the Top-District Grant, which is investigating three programs funded by the grant—an Adaptive Reading Pilot targeting elementary students, an intervention period for secondary students, and their Summer Institute for Grades 6–12.
Previously, Yee was the project director for the Evaluation of the Library of Congress’ Teaching with Primary Sources Program, a study of the Library’s effort to help teachers use Library resources to design high-quality instruction. She was also the co-deputy director of the U.S. Department of Education’s National Evaluation of the Teacher Incentive Fund, which examined the implementation of the educator performance pay projects of the first two cohort of grantees. She served on the management team for the evaluation of the U.S. Department of Education’s Teaching American History Program, which awarded grants to local education agencies to partner with colleges and universities and other nonprofit organizations to design and implement innovative models of professional development to improve teachers’ knowledge of American history.
Yee has also worked on a number of other studies and participated in data collection and analysis for such projects as the National Evaluation of Writing Project School Partnerships and the College-Ready Writer’s Program for the National Writing Project (NWP), the Evaluation of the Texas Education Agency’s Texas High Schools Project, the Evaluation of Massachusetts’ Human Capital Management Initiatives, and national evaluations of the Bill & Melinda Gates Foundation’s Early College High School Initiative. She has also contributed substantively to national studies of state and district efforts to implement a Kindergarten Entry Assessment and serve English Learners using digital learning resources, and programs to develop and support master teachers in STEM.
Before joining SRI, she was the development director at a small Catholic school in the Bronx, New York, where she raised almost $50,000 for technology and capital improvements. Yee earned her master’s degree in public policy with an emphasis on international development policy. Her graduate research examined the link between teacher quality and student outcomes in international settings. Yee has an undergraduate degree in international politics with a minor in Asian studies from Georgetown University.
Recent publicationsmore +
Study of the Engage New England Initiative Cross-Site Learning Brief 4: Early Insights from Academic Case Conferencing
The Barr Foundation launched the Engage New England Initiative in 2017 to support the development of innovative schools to serve students who are off track to graduate from high school.
This research brief identifies promising strategies for embracing student voice in school design based on the experience of Engage New England (ENE) grantees.
Study of the Engage New England Initiative Cross-Site Learning Brief 3: Improving Instructional Systems
This brief examines the efforts of schools participating in the Barr Foundation’s Engage New England Initiative to improve the instructional systems for students who are off track to graduate high school.
Assessing the Alignment between West Virginia’s High School Career and Technical Education Programs and the Labor Market
To support CTE improvement efforts, this study quantitatively assessed the alignment between West Virginia’s high school CTE programs and the labor market, with a focus on alignment to regional high-demand occupations that require moderate occupational preparation.
This was a descriptive study on how secondary teachers implementing the Common Core State Standards for literacy used writing software to facilitate their instruction.
SRI Education conducted longitudinal case studies of the three pilot districts, examining changes in policy and practices under key levers and factors shaping variation in implementation, including leadership, labor management relations, communication and buy-in, and technical assistance.