Director, Attainment Analytics

Stanford, California, United States | Full-time | Fully remote


Position Purpose 

The Carnegie Foundation’s Evidence and Improvement Lab leverages analytics and builds evidence for the most promising secondary learning tools, models, and partnerships across the Foundation’s strategic priorities. These include efforts to: (1) Scale secondary completion with clear pathways to post-secondary education and careers; (2) Measure student engagement, belonging, and attainment in systems and communities pursuing new designs for secondary learning; (3) Explore new forms of credentialing learning (e.g. badging, competency-based); and (4) Examine new assessments that measure skills and competencies that predict success in school, work, and life.

The Director of Attainment Analytics (“the Director”) brings fluency, understanding, and expertise in using evidence, data, and analytic strategies to enable meaningful improvement in educational systems.  The Director is well-versed in evidence-based efforts to improve US education generally and increase high school graduation rates specifically.  The Director has a demonstrated interest in building and sharing knowledge through a variety of channels, including professional networks, publications, and presentations to diverse audiences of practitioners, researchers, community members, and policymakers. 

The Director has three primary areas of focus in their work at the Foundation.  The first is to support the development of improvement infrastructure for student success systems. This work builds on “on-track” and “early-warning” efforts to dramatically improve high-school graduation rates for underrepresented students in states and districts across the country.  The second is to support systems’ use of student engagement, belonging, and attainment measures to improve educational outcomes associated with new designs for secondary learning. New learning designs include efforts to prioritize competency development over instructional minutes and better capture learning that occurs outside of the schoolhouse and the school-day.  The third is ongoing engagement with the future of learning, networked improvement science, and postsecondary innovation teams to identify and capitalize on opportunities within and across these portfolios. 

Essential Responsibilities

The Director’s specific work activities will vary depending upon the needs of each project. They may include but are not limited to:

  • Lead the development of improvement approaches and infrastructures capable of supporting dramatic gains in secondary attainment for underrepresented students. Provide strategic leadership within Carnegie and across the larger field to scale student success systems (SSS), with a priority on serving underrepresented students. Key responsibilities include providing strategic guidance to the initiative, leveraging continuous improvement strategies within and across existing networks, and guiding the development of resources capable of strengthening SSS efforts over the long term.

  • Develop a strategy for curating and leveraging measures of student engagement, belonging, and attainment within “learning zones.” These zones, which are a primary focus of Carnegie’s Future of Learning portfolio, are being used to test alternatives to the Carnegie Unit as the core currency of US education.  A key role of this position will be to identify and characterize strategies to support and measure student growth and learning wherever and whenever it takes place, enabling rich learning experiences across diverse settings and systems.  This includes, for example, learning inside of schools and classrooms as well as learning that is connected to educational experiences in community- and work-based settings.

  • Review and support Carnegie’s research agenda to understand the impact and use of innovative assessments to measure competencies both within and beyond specific content areas. A particular focus here will be on characterizing how to effectively use the assessments to promote high-quality learning experiences that are equitable and minimize bias. 

  • Demonstrate the use of evidence for improvement within the Foundation and with key partners. Lead projects and related efforts that demonstrate how evidence, data, and analytic supports can be used to improve opportunities and outcomes for students across schools, systems, and communities.

  • Guide, interpret, and support the use of quantitative and qualitative analyses. Work with Carnegie staff and research partners to curate, interpret, and apply extant and ongoing research in ways that advance the Foundation’s strategic priorities.

  • Produce and present a variety of knowledge products. Represent the Foundation at professional conferences and with leading academics and practitioners in the field. Produce and support the production of high-quality practice-centered research products that meaningfully contribute to the education field’s knowledge base. 

Non-Essential Responsibilities

  • Facilitate convenings and/or conference sessions about the use of improvement methods in education, particularly for promoting secondary attainment.

  • Contribute to ongoing learning within and beyond the Foundation about how improvement methods may support transformation of education systems. 

Required Education & Experience 

  • Advanced degree in education or closely related social science field (e.g., public policy, sociology, anthropology, psychology, economics, etc.) with focus in education. Significant career experience (at least four years in a relevant area, including leadership experience) can be used in lieu of an advanced degree. 

  • Evidence of and demonstrated accomplishment in working with educators and intermediary partners to identify and use evidence, data, and analytic approaches for systems seeking to improve student attainment outcomes. 

  • Experience using and/or supporting the development and use of measures of student learning, engagement, belonging, and attainment in applied settings.

  • Evidence of and accomplishment in education-related research and development, preferably in cross-cutting applications that involve school systems, intermediaries, community partners, and funders.  

Required Knowledge, Skills, and Abilities

  • Well versed in traditional educational research methods along with an understanding of how these methods can use improvement-based adaptations to improve educational and instructional practice. 

  • General knowledge of research on the predictors, indicators, and long-term outcomes of school engagement, belonging, and attainment across the secondary and postsecondary sectors.

  • Proven experience in leadership roles within the education sector, particularly in initiatives aimed at improving student attainment outcomes.

  • Thorough knowledge of educational systems (including organization, structure, governance, and social contexts) as well as the most significant problems and issues with which such systems are currently engaged.

  • Understanding of what (e.g., in terms of measures, data analyses, visualizations, etc.) are “usable” in practical settings for students, faculty, and institutions.

  • Disposition and skills to invite and welcome constructive critical feedback to improve collective work through a growth mindset.

  • Ability to collaborate effectively with diverse constituencies in K-12 education, postsecondary education, professional associations, and community-based organizations. 

  • Ability to build relational trust, nurture partnerships, and facilitate constructive dialogue that respects multiple forms of professional expertise and lived experience, eliciting diverse perspectives and balancing power dynamics for equitable participation.

  • Highly collaborative and flexible, able to work in a fast-paced environment as well as proactive in decision-making and time management.

  • Strong organizational abilities, problem-solving skills, attention to detail, and ability to manage multiple work streams simultaneously.

  • Excellent interpersonal and communication skills.

Required Technical Skills

  • Expertise in applying mixed-methods research design and data analysis to drive improvement in educational systems.

  • Expertise in reviewing and synthesizing education research literature to guide improvement efforts.

Compensation & Benefits

  • The salary for this position is $158,570 per year
  • Benefits include full medical, dental, vision, life and long-term care insurance, as well as employer subsidized flexible spending plans
  • A retirement savings plan, including employer contributions of up to 12% of base pay after one year of service
  • Generous time-off benefits including 15 paid holidays and 8 weeks of paid parental leave
  • Matching Gift program to benefit charitable organizations
  • Educational Assistance to further your professional development