Senior Analyst, Resource Equity/Early Childhood Education
As a senior analyst on the Resource Equity team, Carrie Gillispie conducts quantitative and qualitative analyses and develops Ed Trust’s recommendations for national, state, and local policy and practice related to equity in early childhood education.
Carrie is a doctoral candidate in Special Education and Disability Studies at The George Washington University and an emerging research scholar for the Bridging the Word Gap Research Network. Prior to joining Ed Trust, Carrie was an instructor and graduate assistant at GW, a contractor and intern for the U.S. Department of Education, a school psychology trainee in North Carolina and Massachusetts, an assistant teacher in Maryland and Hawaii, and a research trainee at the National Institute of Mental Health.
A native of the DC area, Carrie holds a master’s degree in School Psychology from the University of North Carolina at Chapel Hill and a bachelor’s degree in English and Creative Writing from Bates College.
I am a student of Washington Improv Theater, and improv is one of the most useful superpowers for my everyday life. I recommend it to everyone!
Chocolate and burritos
What are people most surprised to learn about you?
I’m a high school musical theater coach every spring. It gives me a chance to connect with students (and an excuse to dance and sing show tunes and remember what it’s like to be a teenager). I also coordinate a sensory-friendly performance of the musical every year, which gives me the opportunity to teach the students about disabilities, and lets the students open up the theater experience to community members with special needs (and the students always knock it out of the park!)
What drew you to education?
School is one of the only places all children in the U.S. go. It gives us our best shot at providing kids with resources and skills they need and deserve. I’m continually interested in how we can leverage that opportunity to guide as many children as possible into happy, healthy adulthoods.