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Dr. Reerink has more than 25 years of experience in promoting gender equality and social inclusion in international development, with a strong focus on the Asia-Pacific region. She is currently leading Abt Global’s equity and localization efforts in Australia’s international technical practice. With degrees in international relations and international development, she has designed and implemented interventions to promote better outcomes for women, girls, and other marginalized groups in international development programs. Her work has included stand-alone equity programs as well as equity mainstreaming, with a strong focus on intersectional approaches.

Brooke Abrams is a trained political scientist and health equity expert with seven years of experience leading and contributing to equitable and anti-racist research, evaluation, and technical assistance projects. Her work innovates the fields of housing, criminal justice reform, and health equity across BIPOC populations. Abrams has worked closely with the U.S. Department of Housing and Urban Development, American Civil Liberties Union, and the Casey Family Foundation to advance health and well-being across marginalized populations. Her technical assistance expertise focuses on meaningfully and equitably engaging persons with lived expertise to investigate pervasive inequities in communities’ coordinated entry housing systems. Brooke’s research has advanced prison reform in New Mexico, housing systems transformation in Minneapolis, and Abt’s Racial Equity Standardization.

Dr. Janet Gordon has over 20 years of experience in designing, directing, and conducting research, evaluation, and technical assistance projects aimed at improving the health and well-being of adults and young people especially for Indigenous and culturally-diverse peoples. She has partnered with federal and state agencies such as the National Science Foundation, Department of Education, State Education Agencies, colleges/universities, and private foundations. Her work is focused on culturally-responsive, equity-centered approaches to methodology, data collection, analysis, presentation, and dissemination of evaluation results. Dr. Gordon is skilled in innovative database solutions to create new insightful knowledge for federal, state, tribal, and local agencies for evidence of effectiveness to inform policy and best practices.

Francesca Lawe-Davies is a senior development specialist with more than 18 years of experience in government, non-government, private sector, and multilateral development organisations. She has broad experience leading teams in complex development programs across Southeast Asia and the Pacific. Francesca has worked with government and civil society leaders at all levels, providing strategic and technical advice and guiding programmatic support on education policy and delivery, decentralisation, village governance, peacebuilding, and gender-based violence prevention and response services.

Rodaly Muthoni is a medical entomologist with over 15 years of experience in vector control and public health. She has provided leadership as chief of party (COP) in President’s Malaria Initiative (PMI)/USAID-funded indoor residual spraying (IRS) projects in Rwanda, Mozambique, and currently in Kenya. She provided short-term technical expertise in preparing and implementing IRS for the Zika Africa IRS (AIRS) project (ZAP) in the Dominican Republic (DR) in 2017. A former high school biology and math teacher, Muthoni has experience in strategic planning and execution, quality assurance, training, health policy implementation, and systems development and strengthening.

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.

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.

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.

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.