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Ziyu Zhou

Research and Data Specialist, All4Ed

Ziyu Zhou joined All4Ed in August 2019 as a policy analyst and is responsible for analyzing data about state implementation of the Every Student Succeeds Act (ESSA), informing policymakers at the national and the state levels, and helping improve equity under ESSA.

Prior to joining All4Ed, Ms. Zhou completed a year-long fellowship at Child Trends, a research organization focused exclusively on improving the lives of children and youth. She conducted research on “healthy school” policy in the K–12 education space, including school climate; inclusion of lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ) students in schools; and trauma-sensitive practices. She also played a leading role in creating data visualizations in Tableau for the National Association of State Boards of Education (NASBE) State School Health Policy Database. Ms. Zhou also worked for a youth program in Pittsburgh, PA, that aims to help students of color and those from low-income families transition successfully from high school into higher education and meaningful careers. She gained hands-on experience working with youth and established a central database for the program.

Ms. Zhou holds a master’s degree in public policy from Carnegie Mellon University and a bachelor’s degree in Russian language and literature from Fudan University (Shanghai, China).

Articles by Ziyu

November 18, 2020

Publication | Accountability and Support, Every Student Succeeds Act

When Equity Is Optional: Students of Color More Likely to Attend Low-Rated Schools

School ratings can reveal disparities in the quality of education different groups of students receive. Black and Latino students were more likely to attend low-rated schools than White students.
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November 18, 2020

Publication | Accountability and Support, Every Student Succeeds Act, High Schools

When Equity Is Optional: Low-Graduation-Rate High Schools and the 67% Threshold

ESSA requires states to identify high schools where fewer than 67% of students graduate for comprehensive support and improvement (CSI). This might seem like a bright-line rule that would affect states similarly, but the likelihood that high schools were identified varied widely.
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November 18, 2020

Publication | Accountability and Support, Every Student Succeeds Act

When Equity Is Optional: How State Choices Affect Ratings and Identification for Support under ESSA

Students in low-performing schools—who are much more likely to be students of color or from low-income families—in different states have very different odds of receiving the support they need to improve.
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