The Education Trust
Allison Socol, Ph.D. has a diverse work experience in the field of education and policy. Since 2016, they have worked at The Education Trust, initially starting as a Senior K-12 Data and Policy Analyst and later taking on roles such as Acting Director of P-12 Policy and Assistant Director of P-12 Policy. Currently, they serve as the Vice President of Policy, Practice, and Research. In 2013, they were a Research Assistant at the National Center on Scaling Up Effective Schools. Additionally, they worked as a Research Intern at the North Carolina Department of Public Instruction in 2014. In 2012, they were a Literacy Coach at Targeted Reading Intervention. Prior to that, they held positions at Elsie Whitlow Stokes Community Freedom Public Charter School, serving as a Data Leadership Team Member and Teacher from 2009 to 2012. In 2007, they worked as a Research Assistant at the Center for Inspired Teaching.
Allison Socol, Ph.D. obtained their Bachelor of Arts (B.A.) degree in Public Policy and Sociology from the University of North Carolina at Chapel Hill in 2008. Allison then pursued a Master of Arts (M.A.) degree in Elementary Education and Teaching from Trinity Washington University, which they completed in 2012. Following this, Allison went on to earn a Doctor of Philosophy (PhD) degree in Education Policy, Leadership, and School Improvement from the University of North Carolina at Chapel Hill, graduating in 2020. In addition to their formal education, they also obtained several certifications throughout their career. In November 2013, they became a CLASS Observer, certified by Teachstone. In May 2011, Allison received certification in the Literacy Design Collaborative from the Bill & Melinda Gates Foundation. Lastly, in August 2010, they completed the Inspired Teaching Fellow program offered by the Center for Inspired Teaching.
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The Education Trust
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The Education Trust promotes high academic achievement for all students at all levels—pre-kindergarten through college. Our goal is to close the gaps in opportunity and achievement that consign far too many young people—especially those from low-income families or who are Black, Latino, or American Indian—to lives on the margins of the American mainstream. Although many organizations speak up for the adults employed by schools and colleges, we speak up for students, especially those whose needs and potential are often overlooked. We evaluate every policy, every practice, and every dollar spent through a single lens: what is right for students. We work alongside educators, parents, students, policymakers, and civic and business leaders in communities across the country, providing practical assistance in their efforts to transform schools and colleges into institutions that serve all students well. We analyze local, state, and national data and use what we learn to help build broader understanding of achievement and opportunity gaps and the actions necessary to close them. We participate actively in national and state policy debates, bringing lessons learned from on-the-ground work and from unflinching data analyses to build the case for policies that will help all students and schools reach high levels of achievement. Our Core Beliefs: We believe in the power of education to close the gaps that separate low-income students and students of color from other young Americans. We believe that schools and colleges, appropriately organized, can help virtually all students master the knowledge they need to succeed. We believe long-standing gaps in opportunity, achievement, and attainment have roots inside and outside of schools. And though we know these gaps are stubborn, we also know they are not inevitable. We believe a strong education improves the lives of young people, is vital to sustaining our democracy, and strengthens America.