USC EdPolicy Hub

Jon Fullerton is a Research Professor at USC Rossier. He has over twenty years’ experience in using data to guide system improvement and the effective use of financial resources in the education sector. Before coming to USC, Fullerton was the Executive Director of the Center for Education Policy Research (CEPR) at Harvard University.  While at CEPR, he founded the Strategic Data Project (SDP) which places and trains analytic data fellows across the PK12 and postsecondary sectors. Fullerton has also served as the Board of Education’s Director of Budget and Financial Policy for the Los Angeles Unified School District and was Vice-President of Strategy, Evaluation, Research, and Policy at the Los Angeles Education Partnership.

Patricia Burch, is a Professor of Education at USC Rossier with over twenty-five years of experience studying educational reforms. She works in partnership with local, state and Federal policy makers to understand contemporary controversies and practical dilemmas in advancing educational equity. She is the author of numerous articles on these topics including (with Carolyn Heinrich) the 2016 Mixed Methods for Policy Research and Program Evaluation.

Morgan Polikoff is an Associate Professor of Education at USC Rossier. He studies curriculum, standards, accountability, and assessment policy and is the author of 2021’s Beyond Standards: The Fragmentation of Education Governance and the Promise of Curriculum Reform. He also investigates public opinion on education policy and families’ experiences in schools using state- and nationally-representative surveys, including USC’s Understanding America Study.

Anna Rosefsky Saavedra, is a Research Scientist and co-director of CARE. She is an applied education researcher with specialization in the areas of student-centered pedagogy, and civics education, as well as leading large, complex studies. She currently co-leads USC’s Understanding America Study education work with Dr. Polikoff. Her recent research prompted the College Board to change their teacher professional learning, curriculum, and/or exams to be more project-based in a third of their AP courses, with more changes forthcoming.