Carrie Parker, EdD, leads research to improve programs and policies for all students, particularly culturally and linguistically diverse learners, including those with disabilities and English learners. She researches a wide range of education reform issues, including educational equity, technology integration, and strategies to enhance STEM learning and teaching. She has expertise in multiple research methodologies and statistical techniques, including survey development; secondary data analysis; descriptive and multivariate statistics; and quasi-experimental, mixed methods, and case study designs.
Parker prioritizes collaborating with practitioners to align research questions with problems of practice and ensure research designs respond to the realities of student and teacher experiences. She focuses on identifying opportunity gaps and barriers to achievement for all students—particularly English learners and students with disabilities. Her work on culturally and linguistically diverse students provides new evidence on effective strategies to engage families, enhance learning through technology integration, and remove barriers to reaching English proficiency.
Parker holds an EdD in administration, planning, and social policy from the Harvard Graduate School of Education.
Beyond Tallies: Evaluating Quality of Technology Use in High School Science Classrooms
Inclusive Dual Enrollment Transition Services: Effective Partnerships Between High Schools and Colleges for Students With Intellectual Disabilities
Engaging Families of English Language Learners with Disabilities
TOP-Science Technology Observation Protocol
The New Face of Research and Evaluation in ITEST Projects
Kieffer, M. J., & Parker, C. E. (2017). Graduation outcomes of students who entered New York City public schools in grade 5 or 6 as English learner students (REL 2017–237). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northeast & Islands. Retrieved from http://ies.ed.gov/ncee/edlabs.
Kieffer, M. J. & Parker, C. E. (2016). Patterns of English learner student reclassification in New York City public schools (REL 2017–200). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northeast & Islands. Retrieved from http:// ies.ed.gov/ncee/edlabs.
Connors-Kellgren, A., Parker, C. E., Blustein, D. L., & Barnett, M. (2016). Innovations and Challenges in Project-Based STEM Education: Lessons from ITEST. Journal of Science Education and Technology, 1-8. doi: 10.1007/s10956-016-9658-9
Rinaldi, C., Parker, C. E. (2016). Breaking Down Silos, Joining Forces in Education. Language Magazine.
Ryan, S., Parker, C. E., Rinaldi, C., Avery, M., Fournier, R. (2015). Supporting Districts to Engage Families of English Language Learners Who Have or Might Have Disabilities. A Report to the Massachusetts Department of Elementary and Secondary Education.
Parker, C., Schillaci, R., Bonney, C., Stylinski, C., & McAuliffe, C. (2015). Exploring the elements of a classroom technology implementation framework. Journal of Research on Technology in Education, 47 (2).
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