Rachel Slama is a senior researcher at AIR and specializes in the evaluation and analysis of education policies related to improving educational outcomes for English learners (ELs). She is co-principal investigator of the Regional Educational Laboratory (REL) Southwest Study of English Learner Trajectories in Texas and deputy project director of the U.S. Department of Education-sponsored study, Quality of English Language Proficiency Assessments: Evaluation of State and Local Implementation of Title III Assessment and Accountability Systems. Dr. Slama’s work employing longitudinal methods to examine EL student outcomes has appeared in the Journal of Educational Psychology and the American Educational Research Journal. Dr. Slama was recently named a policy fellow as part of the national Working Group on ELL Policy.
Previously, Dr. Slama worked at the Massachusetts State Department of Elementary and Secondary Education where she was a Gordon M. Ambach Fellow in the Office of Planning and Research to Close Proficiency Gaps. She has also worked as a teacher in bilingual and English as a second language classrooms in New York City and Atlanta, a research assistant on the Harvard Study, Early Childhood to Adolescence: Investigating Spanish-Speaking Children’s Literacy Development and as a Harvard University Quantitative Methods Teaching Fellow.