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Xavier Fields has experience in both quantitative and qualitative education research on a spread of education topics, among them are school reform, STEM education, educational equity, and college and career pathways. His responsibilities include project management, survey development and administration, qualitative data collection, and coordination with external partners. Additionally, he was worked as part of the Education Division’s Diversity and Equity workgroup.
Fields’ work includes programming survey instruments and managing their administration for an evaluation of the Mathematics, 3D Printing, and Computational Thinking (MPACT) curriculum. He also coordinates survey administration and facilitates qualitative data collection for the Barr Foundation’s Engage New England study. His other recent work includes a large-scale evaluation of arts education in California and an evaluation of a teacher residency program that uses computational thinking.
Fields earned his BA in public policy from Stanford University. There, his work focused on the intersection of education policy and gender and sexuality equality. His thesis, “Effect of LGBT anti-discrimination laws on school climate and outcomes for lesbian, gay, and bisexual high school students,” has since been adapted into a publication with the Journal of LGBT Youth.
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