Paula Johnson, Ph.D.

Paula Johnson, Ph.D., is director of the IDRA EAC-South, leading the center’s technical assistance and professional development pertaining to diversity, cultural competency and disproportional disciplinary actions against students of color. She holds a bachelor of science in math and a minor in computer science from Prairie View A&M University, a master of arts in education with a concentration in instructional technology from the University of Texas at San Antonio, and a master of science in progress with a concentration in mathematics from Prairie View A&M University. She earned her doctorate in the Interdisciplinary Learning and Teaching program at the University of Texas at San Antonio. Her research foci include: (1) curriculum and instruction related to females and minorities in math and science, (2) equity in education, and (3) learner identity. She also is certified in secondary mathematics and has successfully completed the LEAD (Leadership Experiences for Aspiring Deans) program of the Northside Independent School District.

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Nilka Avilés, Ed.D.

Nilka Avilés, Ed.D., is an IDRA senior education associate and desegregation lead for the IDRA EAC-South focusing on teacher professional development in college readiness and science, particularly, in serving English language learners. She is collaboratively strengthening and creating self-renewing public schools that work for all children, valuing and empowering them along with their families and communities. Her focus is building capacity in the area of science education and college readiness fostering quality schools and nurturing sustainable connections that produce effective and productive performance outcomes. She earned an Ed.D. in educational leadership from the University of Texas at San Antonio. Her dissertation title was “Examining the Components of the Early College High School Model and the Impact on the Participants in the Program.” She received her master’s degree in educational leadership from the University of Texas at San Antonio and her Bachelor of Arts degree in secondary education, specializing in biology from the University of Puerto Rico, Río Piedras campus.

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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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Stephanie Garcia, Ph.D.

Stephanie Garcia, Ph.D., is IDRA’s STEM and gender equity education specialist with more than 10 years of experience in STEM education as a middle school science teacher, university instructor and graduate research assistant in engineering education. She provides professional development and technical assistance to schools across the nation on effective STEM education for all students. She designs and delivers interactive training that provides teachers tools for increasing student achievement in STEM areas. She directs IDRA’s Texas Chief Science Officer program. As an IDRA EAC-South project associate, she also coordinates service delivery activities in the area of gender equity to school systems and classrooms across the U.S. South. Dr. Garcia earned her doctor of philosophy in interdisciplinary learning and teaching with a concentration in curriculum and instruction from the University of Texas at San Antonio (UTSA).

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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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Roy L. Johnson, M.A.

Roy L. Johnson, M.S., is IDRA’s director of research and evaluation, managing the organization’s research and evaluation activities, ranging from federal- to corporate-funded projects, international to national, and state to local in scope. He designs methodologies for research and evaluation studies, designs data collection instruments, manages data collection and data analysis activities, and coordinates the development of research and evaluation reports. Johnson has more than three decades of experience in educational evaluation and research at all educational levels from elementary, secondary and post-secondary.  He oversees a wide range of projects from local educational programs to state educational programs to federal education programs. He conducts quantitative and qualitative analyses to assess program implementation and impact. Mr. Johnson holds a bachelor’s degree in social science from the University of Arkansas at Pine Bluff and a master’s degree in urban studies from Trinity University.

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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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Ana Ramón

Ana Ramón is IDRA’s deputy director of advocacy and is a desegregation lead for the IDRA EAC-South. She began her legislative career with Texas State Rep. Joe Farias who represented the southwest and northeast portions of Bexar County. Starting as a district aide she eventually became his chief of staff and served two sessions working on behalf of Texas House District 118 and its constituents. Ana attended St. Mary’s University and received her bachelor’s degree in political science.

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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 consumer services. She is proficient in English and Spanish.

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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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Bricio Vasquez, Ph.D.

Bricio Vasquez, Ph.D., is IDRA’s education data scientist and is a desegregation lead for the IDRA EAC-South. Using a variety of methods, such as data mining, statistical analyses, and data visualization, he takes data and turns it into insight. He has worked in education and applied data analysis for the past 10 years and earned his doctorate in applied demography from the University of Texas at San Antonio. He received a bachelor’s degree in psychology from Texas Tech University and a master’s degree in sociology from Texas State University. In 2017-18 he was named an American Association of Hispanics in Higher Education (AAHHE) Multidisciplinary Graduate Fellow.

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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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