Job description

The Center for the Transformation of Schools (CTS) at UCLA's School of Education and Information Studies (Ed&IS) is dedicated to partnering with the education ecosystem to bring about systems change through Humanizing Research, Validating Practices, and Transformative Policies with key stakeholders to support equitable educational outcomes for historically underserved students. Our vision is to be a catalyst for learning communities to boldly nurture and protect the dignity, wellbeing, and full potential of all students.

Under the general direction of the Project Director of Educator Diversity, Research Director, Executive Director, and Faculty Directors, the Research Analyst will play a significant role in conducting and writing up results of qualitative and mixed methods research. The research analyst will play a significant role in supporting the development and design of the study with focus groups, a team of prominent researchers of color, K-12 and higher education system representatives with expertise in issues related to educator diversity. The study will be supplemented with briefs that identify policy interventions and models that can be undertaken by state policymakers and locals in the short-term and long-term to improve educator diversity. CTS research will be produced with the direct engagement of students, educators, scholars, post-secondary education system leaders, advocacy organizations, and state policy makers to inform the effort and to begin laying the foundation for a state coalition to drive the urgency of the issue. The incumbent will work closely with Project Directors, as assigned, and will be deeply involved in the design, organization, management, and written analysis of qualitative data. Must have experience in the use of some or all software used to analyze data (Dedoose; SPSS; STATA; Excel). Incumbent will be asked to participate in collaborative research projects as a part of a team, actively contributing to report writing, and other forms of research dissemination, including public presentations of research findings and assistance with strategy development for policy change work in California among all the CTS research projects. This position will be based at the Center for the Transformation of Schools at UCLA. Some travel to conduct field work and to attend conferences/meetings will be required.

Percentage of Time:
100

Shift Start:
8:00 am

Shift End:
5:00 pm

Qualifications for Position

17
Records

Qualifications

Required/Preferred

1. Knowledge of K-12 education policy, at the state and federal levels, specifically pertaining to school discipline and issues of inequity in education.

Required

2. Strong knowledge of and background in quantitative research methods and analysis, education research, evaluation, and data collection design for quantitative methodologies.

Required

3. Demonstrated ability to efficiently operate computers and utilize quantitative statistical software (e.g. SPSS, Stata).

Required

4. Demonstrated ability to extract data, merge different data sets, read and review syntax for coding of large data sets, and perform statistical analyses of large national education databases (e.g. CCD, NAEP, CRDC, etc.)

Required

5. Familiarity with programs such as DBMSCopy or GIS; experience translating data findings into web tools and data visualizations.

Required

6. Background and experience in writing or contributing to the writing of education research summaries and policy reports, proposals and/or other related documents.

Required

7. Demonstrated ability to plan, organize, implement and successfully complete research projects with excellent attention to detail.

Required

8. Excellent skills in oral and written English communication including, as appropriate, skill in writing sections of reports, proposals, and other documents with fluency and precision.

Required

9. Ability and willingness to work directly and collaboratively with multilingual, multiethnic, and/or multiracial education and non-education professionals and laypersons.

Required

10. Experience in training local advocates to use data in presentations, and in related problem solving activities with school boards, administrators, teachers' unions and community members.

Preferred

11. Ability to accept delegated work, validate expectations, problem-solve obstacles, and follow-up to completion and/or report status of delegated tasks.

Required

12. Ability and willingness to work as an effective, collegial, contributing member of the project team and work independently to successfully accomplish assigned tasks.

Required

13. Ability to work with competing deadlines, manage multiple assignments, meet fixed deadlines, and follow tasks through to completion.

Required

14. Ability to travel to sites in and outside the state to represent CTS if required by the research or at the request of the supervisor.

Required

15. Demonstrated ability to prepare high level presentations for scholars, lawyers, education administrators and policymakers.

Required

16. Experience writing grant proposals for extramural funding.

Can be trained

17. Advanced degree in education, sociology, urban planning, public policy, statistics, law, economics, an allied field, or equivalent combination of education and experience.

Required

Additional Posting Information

Bargaining Unit:
99-Policy Covered

Application Deadline:
03-26-2023

External Posting Date:

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