Meet John

A Trusted Voice on Education Policy

Currently, John works for a national education non-profit research and consulting organization dedicated to expanding opportunities and improving outcomes for all students, particularly those furthest from opportunity. While staying up to date on education policy trends, he conducts research and develops financial models to help legislators and advocates build equitable and transparent state school finance systems. In his current role, John also conducts school quality evaluations to help urban school systems across the U.S. implement their strategic plans and monitor student growth. These experiences promoting continuous classroom improvement and advising school finance decisions equip John to deliver for Winchester Public School students.

As an undergraduate student at Brown University, John majored in Education Studies and International and Public Affairs. While at Brown, John managed a team of five other research assistants for Professor David E. Rangel on a project investigating elementary school parents’ relationships with their children’s schools. John presented research to the American Educational Research Association and Sociology of Education Association as part of this project. During his senior year, John applied quasi-experimental econometric methods to identify the effect of school corporal punishment on student behavior. John partnered directly with the Arkansas Department of Education on this project, and you can view this study on the Arkansas Department of Education’s website. John’s qualitative and quantitative research background equips him to provide tailored recommendations grounded in empirical evidence to Winchester Public Schools.

This Fall, John assisted the Winchester School Committee in understanding student achievement trends in English Language Arts and Mathematics following the pandemic. This statistical analysis informed budgetary decisions made by the Winchester School Committee and State of the Town initiative to recover from recent learning loss, particularly at the elementary level.