Learning Policy Institute
Desiree Carver-Thomas is a seasoned researcher and policy analyst with extensive experience in education policy and community engagement. Currently serving as a Senior Researcher and Policy Analyst at the Learning Policy Institute since July 2016, Desiree has also held various positions within the organization, including Researcher and Policy Analyst and Research and Policy Associate. Previous roles include Community Engagement Summer Intern at the West Contra Costa Unified School District and PLUS Fellow Consultant for the City of Richmond, California. Desiree began a career in education as an Elementary School Teacher with the NYC Department of Education from September 2009 to June 2014. Educational credentials include a Master of Public Policy from the University of California, Berkeley, a Master of Science in Teaching from Fordham University, and a Bachelor’s Degree in Comparative Ethnic Studies/Anthropology from Columbia University.
Learning Policy Institute
The Learning Policy Institute conducts and communicates independent, high-quality research to improve education policy and practice. Working with policymakers, researchers, educators, community groups, and others, the Institute seeks to advance evidence-based policies that support empowering and equitable learning for each and every child. Nonprofit and nonpartisan, the Institute connects policymakers and stakeholders at the local, state, and federal levels with the evidence, ideas, and actions needed to strengthen the education system from preschool through college and career readiness. The Learning Policy Institute has offices in Palo Alto, California, and in Washington, D.C. Its staff includes researchers, educators, policy experts, and communicators committed to ensuring that all children have access to a high-quality education that fully prepares them for the new challenges of our fast-changing, knowledge-based society.