Allison Gruner Gandhi is a principal researcher at AIR and director of the special education practice area. She currently serves as the coordinator for knowledge production activities under the National Center for Intensive Intervention and the National Center on Response to Intervention, in which she manages and oversees procedures related to the submission and review of evidence demonstrating efficacy for screening tools, progress monitoring tools, and instructional interventions. Dr. Gandhi also serves as project director for a study funded by the Institute of Education Sciences that examines the validity of accommodations on large-scale reading assessments for students with disabilities.
Dr. Gandhi has recently served as the data director for the Special Education Component of the Audit of the Written, Taught, and Tested Curriculum for New York State, in which she oversaw the collection and analysis of data in districts that were under corrective action with the state due to failure to make Adequate Yearly Progress (AYP) due to the performance of students with disabilities. Gandhi has worked as task leader or project manager on a variety of research and evaluation projects for a variety of clients, including the U.S. Office of Special Education Programs, the National Center for Education Statistics, the Institute of Education Sciences, the Center for Mental Health Services, the U.S. Department of Health and Human Services, and the Massachusetts Department of Elementary and Secondary Education. Prior to her current position at AIR, Dr. Gandhi spent five years as an independent consultant, providing research and evaluation services to local school districts, including the New York City public school system, the District of Columbia public schools, Ithaca and New York public schools, and several large urban districts in Massachusetts.
Gandhi’s expertise is in K-12 special education policy, with an emphasis on inclusion. Other areas of expertise include urban education, education reform, assessment, and the transfer of educational research into practice. She is highly skilled in a broad range of research methods, with particular expertise in quantitative methods, and experimental and quasi-experimental research design.