43 Foundry Avenue
Waltham, Massachusetts 02453-8313
Josephine Louie has extensive experience conducting research in education and social science, with a background in quantitative and qualitative research methods.
Louie is a research leader for multiple projects funded by the National Science Foundation (NSF), including the Research + Practice Collaboratory, a national, multi-site project that is exploring methods to build stronger links between educational research and practice in STEM, and the Visual Access to Mathematics project, which is developing and studying a professional learning program to promote teachers’ use of visual representations to support mathematics learning among English Learners in the middle grades.
Louie served as the co-Principal Investigator of Ocean Tracks and the Project and Research Director of Ocean Tracks – College Edition, two R&D projects that have been creating and studying an online learning resource that provides student-friendly access to large-scale professionally collected marine biology and oceanographic data. She oversaw formative and early summative research on the NSF-funded development of the ninth-grade Transition to Algebra curriculum. As a senior researcher for the Regional Educational Laboratory Northeast and Islands, funded by Institute for Education Sciences (IES) at the U.S. Department of Education, Louie published on classroom formative assessment, national and state student assessment outcomes, and education practices for high-needs student populations.
Louie is the lead author of the article, Challenges to using the Regression Discontinuity Design in educational evaluations: Lessons from the Transition to Algebra study, published by the American Journal of Evaluation in 2016. She is the co-author of the forthcoming chapter, A Collaborative Approach to Strengthening K-2 Mathematical Practices with Technology, to be published in the Annual Perspectives in Mathematics Education (APME) 2017. She is the lead author or coauthor of four IES studies: “An Examination of Two State-Supported Formative Assessment Initiatives in the REL-NEI Region,” “Gender Gaps in Assessment Outcomes in Vermont and the United States,” “Math Education Practices for Students with Disabilities and Other Struggling Learners: Case Studies of Six Schools in Two Northeast and Islands Region States,” and “New Measures of English Language Proficiency and Their Relationship to Performance on Large-Scale Content Assessments.”
Before joining EDC, Louie was a researcher for the Harvard River City Project, a multiyear study of a middle school science curriculum delivered through a Multiuser Virtual Environment Experiential Simulator (MUVEES). She was a Research Associate and Outreach Coordinator for the Metro Boston Equity Initiative at the Civil Rights Project at Harvard University, Senior Data Analyst for the Harvard Immigration Project, and Research Analyst at the Joint Center for Housing Studies at Harvard University. Louie also worked as a researcher and writer for the documentary film company Northern Light Productions and as an urban planner for Wallace, Floyd Associates in Boston.
Louie received an AB from Harvard College, a master’s in city planning from Massachusetts Institute of Technology, and an EdM and EdD from the Harvard Graduate School of Education.