43 Foundry Avenue
Waltham, Massachusetts 02453-8313
Carrie Parker leads research to improve programs and policies for all students, particularly culturally and linguistically diverse youth, including those with disabilities and English learners. She examines a wide range of education reform issues including educational equity, technology integration, and strategies to enhance STEM learning and teaching.
In her capacity as Alliance Researcher for the REL Northeast & Islands at EDC's English Language Learners Alliance, Parker co-authored Patterns of English Learner Student Reclassification in New York City Public Schools that examines how long it takes English learners to reach English proficiency, as well as the Correlates of Academic Performance for English Language Learner Students in a New England District study, and a companion report that describes how to apply the study's analysis methods to similar data in other districts. She is working with Alliance members on English learner issues such as designing programs for Newcomer students and improving the process for identifying English learners when they register for school. Her research on dually-identified English learners (identified as both English learners and students with disabilities) has also been supported by the Massachusetts Department of Elementary and Secondary Education (MADESE).
As co-Principal Investigator (co-PI) of the STEM Learning and Research Center at EDC, Parker is working with a team that is deepening the impact of the National Science Foundation (NSF)-funded Innovative Technology Experiences for Students and Teachers (ITEST) program to better prepare a diverse, skilled, and innovative STEM workforce. Her STELAR blog describes four syntheses about the impact of ITEST projects over the last 12 years. She recently served as guest editor of the Journal of Science Education and Technology titled Innovations and Challenges in Project-Based STEM Education: Lessons from ITEST. She is also co-PI of the NSF-funded Technology Observation Protocol-Science (TOP-Science) project, which is designing and piloting a classroom observation protocol to measure the impact of innovative technology integration on high school science teaching. The framework used to design the protocol, Examining the Quality of Technology Implementation in STEM Classrooms: Demonstration of an Evaluative Framework, was published in the Journal of Research on Technology in Education.
Parker is PI of the evaluation of the Think College Transition Model Project, an innovative program providing students with intellectual disabilities access to college courses, funded by the Investing in Innovation (i3) program.
Parker is author or coauthor of multiple articles on STEM education programs for teachers and youth. A sampling of some of her articles published include: “New Measures of English Language Proficiency and Their Relationship to Performance on Large-Scale Content Assessments”; “Processes and Challenges in Identifying Learning Disabilities Among Students Who Are English Language Learners in Three New York State Districts"; "Measuring Cognition of Students with Disabilities Using Technology-Enabled Assessments"; and "Teacher Views of Students in the Gaps."
Before joining EDC, Parker worked in Nicaragua as the director of the International Baccalaureate Program at Notre Dame Academy, and she has been a journalist and translator.
She received a BA in English literature from Williams College, an MEd from Framingham State College, and EdM and EdD degrees from the Harvard Graduate School of Education.