Higher Education Policy Analyst
Kimberlee has left The Education Trust for her next adventure. Though she is no longer at Ed Trust, we maintain this bio page as a record of the wonderful work she contributed while with us.
As a higher education research and policy analyst, Kimberlee analyzes national datasets and data from the College Results Online website to identify barriers to access and success of low-income and underrepresented minority students in higher education. Using this data, she identifies institutions that are successfully enrolling and graduating underserved populations, or making significant progress.
Prior to joining The Education Trust, Kimberlee worked as a research and policy analyst at the Maryland Higher Education Commission (MHEC). While at MHEC, she worked on a variety of research projects that examined statewide trends in student graduation, retention and transfer rates, online education patterns, and completion initiatives. Previously, Kimberlee worked at the National Board for Professional Teaching Standards (NBPTS) where she studied state certification requirements and training programs for pre-service teachers. In a former life, Kimberlee was an instructor for a cultural diversity program in Pittsburgh Public Schools and worked as an academic advisor for low-income and first-generation college students at the University of Kansas and Carnegie Mellon University.
Kimberlee holds a master’s degree from the University of Kansas in higher education, and a bachelor’s degree in English and women’s studies from Wittenberg University. She is currently finishing her Ph.D. in administrative and policy studies at the University of Pittsburgh.
Dancing in the rain (both figuratively and literally).
What drew you to education?
In high school, I was that disengaged student in the back of the room with her arms crossed and head held low. I didn’t believe in myself and it seemed like no one else did either. However, my Calculus teacher pulled me aside one day after class and said he knew I had great potential, if only I applied myself. Until that day, no one had ever told me they believed in me. His words changed me and launched me to where I am today. If every teacher believed in every student’s potential, imagine what we could accomplish.