Sulema Carreón-Sánchez, Ph.D.

Sulema Carreón-Sánchez, Ph.D., is an IDRA senior education associate and is a desegregation lead for the IDRA EAC-South focusing on teacher professional development, particularly in serving English language learners. In addition, she provides training and technical assistance in assessment strategies, bilingual and sheltered instruction techniques among many others. Dr. Carreón-Sánchez earned her doctorate in leadership studies from Our Lady of the University. She received her master’s degree in education with a concentration in bicultural-bilingual studies from the University of Texas at San Antonio, and a bachelor’s degree in education with a concentration in bilingual/ESL and kindergarten. She is certified in elementary and middle school bilingual education, ESL and kindergarten. Additional certifications include mid-management and supervisory certificates (PK-12).

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Morgan Craven, J.D.

Morgan Craven, J.D., is IDRA’s national director of policy, advocacy and community engagement and is a desegregation lead for the IDRA EAC-South. She supports the integration and coordination of national and state policy reform efforts impacting the education of all students, with special emphasis on minority, low-income, English learner and recent immigrant populations. At the state level, she spearheads IDRA’s critical work in education policy, including school finance, accountability, testing, private vouchers, teacher quality, and EL matters. Ms. Craven received a bachelor’s degree in International Relations from Stanford University and a law degree from Harvard Law School.

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Christie L. Goodman, APR

Christie L. Goodman, APR, is IDRA’s director of communications. She designs and implements communications strategies and coordinates materials development, web sites and a podcast series. She manages the IDRAS Newsletter, IDRA EAC-South website and other communications programs. Ms. Goodman has a bachelor’s degree in advertising and minors in sociology and art from Texas Tech University. She is accredited in public relations.

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Chloe Latham Sikes, M.A.

Chloe Latham Sikes, M.A., is IDRA’s deputy director of policy and is a desegregation lead for the IDRA EAC-South. She brings nearly a decade of experience of working in both K-12 and higher education settings, as well as in educational research and advocacy organizations. She focuses on IDRA’s state policy priorities for advancing equity in public education, including school finance, accountability, bilingual education, and issues of local school district governance. Chloe is a doctoral candidate in the educational policy and planning program at the University of Texas at Austin. Her dissertation examines how school district leaders understand and respond to the effects of immigration policies on their school communities.

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Aurelio M. Montemayor, M.Ed.

Aurelio M. Montemayor, M.Ed., is an IDRA senior education associate and lead trainer and is a desegregation lead for the IDRA EAC-South. Currently serving as the professional development team leader for IDRA, he brings extensive experience in working with school personnel, parents and students. His career in education spans four decades and has included teaching at the high school, middle school and elementary school levels. Mr. Montemayor believes in the power of community engagement for leadership development and effective education. He was the lead developer of IDRA’s Family Leadership in Education model.  Mr. Montemayor received a bachelor’s degree in English and philosophy from St. Edwards University Austin and a master’s degree in bilingual education from Antioch Graduate School of Education in Ohio.

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Lizdelia Piñón, Ed.D.

Lizdelia Piñón, Ed.D., is IDRA’s education associate and is a desegregation lead for the IDRA EAC-South with more than 20 years of experience in bilingual and ESL education in both K-12 as well as higher education . She has worked as a bilingual/ESL teacher, university instructor and graduate research assistant in education. Her areas of expertise include bilingual education, ESL (both K-12 and adult learning) programs and educational implementations. Growing up in Chicago, she attended as a student one of the first dual language programs from prekindergarten through eighth grade.

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Christina Quintanilla-Muñoz, M.Ed.

Christina Quintanilla-Muñoz, M.Ed., is a research analyst at IDRA and is a desegregation lead for the IDRA EAC-South, where she formerly served as an executive research and evaluation intern and as an Education Policy Fellow. She designs and conducts quantitative and qualitative research and evaluations that inform educational practice and policy. She works cross-functionally to deliver timely formative and summative evaluations of education and demographic data to support the work of IDRA and our projects and initiatives.

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Jocellyn Rivera

Jocellyn Rivera is an IDRA program assistant. She supported IDRA’s research study to identify characteristics that contribute to the high academic performance of students served by bilingual programs. She also assists in IDRA’s services to schools and school districts. She is proficient in English and Spanish.

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Michelle Martínez Vega

Michelle Martínez Vega is IDRA’s chief technology strategist with more than 18 years of experience in designing, developing and administering professional development for educators at the state, regional and district levels. Her focus is driven by the desire to improve academic achievement through the use of technology. Ms. Vega has a bachelor of science in applied science degree and performance improvement from the University of North Texas in Denton, Texas, with a concentration in human performance and development improvement in the workplace, project management, web design, and digital and business communications.

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Terrence Wilson, J.D.

Terrence Wilson, J.D., is IDRA’s regional policy and community engagement director and is a desegregation lead for the IDRA EAC-South where he is working across the U.S. South to dismantle the school-to-prison pipeline and ensure equitable access to education for every student. He brings experience from a number of civil rights law and policy organizations that place equity and justice at the forefront of their work.

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