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Dr. Lauver has over 25 years of experience as a researcher, evaluator, project director, and technical assistance (TA) provider at the local, state, and federal levels. Her work spans leading initiatives for the U.S. Department of Education 21st Century Community Learning Centers (CLCC) Program; youth development and out-of-school-time learning programs, including serving families and students with disabilities; and teacher professional development in literacy, mathematics, and science. Additional areas of specialization include culturally responsive research and evaluation studies involving quantitative and qualitative methods. A subject matter expert in P-12 education policy, she has produced extensive bodies of knowledge used by thousands of educators at state education agencies, local education agencies, and charter schools.

Raquel González, Ph.D., has over 20 years of experience conducting research and evaluations focused on early childhood development, K-12 school systems, and institutes of higher education. Her work includes developing and conducting culturally responsive and equitable evaluations aimed at supporting the whole child, with a focus on children from birth to five and their families. She also has led large-scale impact evaluations to assess the efficacy of programs. She brings expertise working with a variety of local and state agencies in California, as well as with foundations and non-profits.

Barbara Goodson is a nationally recognized expert in research and policy on families and young children. She has more than 40 years of experience designing and conducting large, multi-site implementation and impact studies examining interventions for low-income and language minority children and families. Goodson is an expert on research methodology and measuring ECE environmental quality and fidelity of implementation of educational interventions. She specializes in the evaluation of pre-grade 12 interventions and early learning programs, designing logic models and conducting program improvement research to ensure successful implementations.

Dr. Karen Gray-Adams is an educational psychologist with nearly 25 years of experience in research and technical assistance with an emphasis on educational equity. She provides capacity building and technical assistance on K-16 education and other policy issues, strategic planning, and mixed-methods research. Dr. Gray-Adams has expertise in culturally responsive pedagogy, equity, and educator workforce. She is a team leader and researcher who engages partners and helps build capacity to create solutions at the local, regional, state, and national level. She further supports equity in educational environments by providing one-on-one coaching in culturally responsive and equitable evaluation methods for community-based organizations.

Molly Irwin has more than 25 years of experience leading large-scale research and evaluation efforts and working with policy makers, researchers, and practitioners to build and use evidence. Irwin has worked to improve public programs and policy outcomes in workforce development, child and family well-being, public health, and conservation, most recently as the Pew Charitable Trusts’ vice president of research and science. She spent over 10 years in the federal government in the Department of Labor (DOL), where she served as the chief evaluation officer, and in the Administration for Children and Families. She has also overseen major initiatives in state and local government and academia.

Dr. Matthew Finster is a principal researcher with 15 years of experience working in education and educational policy research. His expertise lies in providing technical assistance on educational research and program implementation, which often focuses on improving educator effectiveness and student outcomes. He has significant experience working with federal education grantees, state education agencies, local education agencies, and schools on building their capacity to implement their Every Student Succeeds Act (ESSA) plans. He is also the author of numerous articles and technical reports centered around education and human capital management that have appeared in the Journal of Research on Educational Effectiveness, Journal of Education Human Resources, and other notable publications.

Adele Robinson brings to Abt more than 30 years of experience in policy development and advocating for children and education, with a focus on early childhood and the early elementary years. From Capitol Hill, national education associations, and the Department of Health and Human Services (HHS) to state and local agencies, she has supported the implementation of equitable and effective education as a means of providing success for all of our nation’s families. As a principal associate at Abt, she’ll continue to pursue these goals with our federal clients, as well as at the state and local level, using her expertise in complex policy analysis and strategic technical assistance.

Dr. Rebecca McGill-Wilkinson is an education researcher with two decades of experience designing and implementing evaluation and research projects. She has extensive expertise in a broad range of impact and implementation evaluation approaches, including quasi-experimental designs, randomized control trials, survey design and analysis methods, systematic evidence reviews, and measure development. Her work includes evaluations of federal education policies, including the Every Student Succeeds Act (ESSA) and the Bipartisan Safer Communities Act (BSCA). With a background in developmental psychology, she has contributed to systematic evidence reviews for both the Administration of Children and Families and the U.S. Department of Education. McGill-Wilkinson is the author of numerous peer-reviewed articles and book chapters on a range of topics, including the role of racial identity and peer relationships in socio-emotional outcomes and academic achievement for adolescents. She has delivered over 40 conference presentations and invited talks in academic and practice settings and is a prolific blog author.

Dr. Jessica Thornton Walker is an accomplished researcher and the leader of Abt’s quantitative methods team who brings 20 years of experience designing and implementing policy-relevant research. She is a recognized expert in large-scale, multi-site evaluations to assess the impacts of social policies and programs in housing and homelessness, child welfare, adolescent risk-taking behaviors, and substance use.In her role as the Quantitative Methods Lead, Dr. Walker is responsible for the management, staffing, budgeting, solutioning, and strategy that guides the work of 120 quantitative research staff and ensures Abt provides high-quality technical delivery and innovative solutions tailored to clients.

Diane Paulsell is an applied social scientist with more than 20 years of experience designing, conducting, and overseeing mixed-methods policy-focused research, including national multi-site studies. She has also led rapid cycle learning and program improvement efforts with a variety of human services programs and a foundation-funded research program to advance equitable access to family supportive services. Her areas of expertise range from early care and education to parenting, family engagement, youth development and family supportive policies and programs, including nutrition.