Michelle Renée is a member of AISR’s research and policy team, which conducts original research, documents and evaluates reform efforts, analyzes current education policies, and develops tools to share lessons and best practices. She supports the development and implementation of equitable education policies on a number of AISR's projects, focusing on the role of researchers and low-income communities of color. As co-principal investigator of AISR’s More and Better Learning Time Indicators project, she works with a team of staff and external partners to develop new methods to bring a deeper understanding of how expanded learning time is changing the lives of students, the quality and rigor of schools, and the strength of district and community supports for schools. She is a member of AISR’s Center for Education Organizing, which currently supports applied research projects in partnership with the National Education Association and American Federation of Teachers. She also teaches in Brown University’s Master’s in Urban Education Policy Program. Prior to joining AISR, Michelle was a post-doctoral fellow at UCLA’s Institute for Democracy, Education, and Access and worked as a legislative assistant in the United States Congress. She holds a BA from the University of California, Santa Cruz, and a PhD in education from the University of California, Los Angeles. Her areas of expertise are education research, research translation, and community organizing, and she has published extensively on a variety of education topics. Michelle is a current fellow with the National Education Policy Center.
Quoted in USA Today (pg 2): "How do we fix failing schools: turn them around or start from scratch?" (4/27/13)
Washington Post OpEd: Prince George’s school take over plan: beyond the silver bullet (3/22/13)
AISR Commentary: Engaging Parents and Students in ESEA Reauthorization (6/14/10)