My experience in the classroom has instilled in me a deep belief in the power of data to engage students in their own achievement and empower teachers and families to make decisions that are truly student-centered.
Chelsea supports DQC’s advocacy efforts across a range of topics by developing key resources, managing projects, and informing policy analysis. She focuses on issues including the role of data in advancing education equity, educator data literacy, and empowering families and communities with information to better support student success. As a senior associate, Chelsea works to connect her passion for student equity and achievement to actionable research and critical advocacy work.
Chelsea began her tenure at DQC as an intern in 2016 and joined the staff the following year. Before joining DQC, Chelsea taught sixth-grade reading and writing at a high-performing charter school in Nashville, Tennessee. As a former educator, she believes deeply that all children deserve an education that empowers them with opportunity and choice over their lives. In addition to her prior work, Chelsea previously led the Georgetown EduWonks Policy Group and served as an instructional coach with Teach for America helping to train and support new teachers.
Chelsea holds a bachelor’s degree in public policy and sociology from Vanderbilt University, a master’s degree in education with a concentration in instructional practice from Lipscomb University, and a master’s in public policy from Georgetown University.