Jeremy Redford

Jeremy Redford has over 15 years of experience directing large-scale federal education studies and leading interdisciplinary teams focused on data quality, survey methodology, and analytic reporting. His work has centered on creating high quality, complex national studies, such as the Early Childhood Longitudinal Study; the High School Longitudinal Study; the High School and Beyond Longitudinal study; and the National Study of Special Education Spending.

Dr. Redford has authored and overseen numerous federal reports and data tables and has served as a reviewer to study technical documentation to help researchers, policymakers, and the public better understand key factors shaping student outcomes and transitions from education to the workforce. His career reflects a commitment to methodological rigor, clear communication of findings, and collaboration across content, survey design, analytics, and operations teams to ensure high-quality data products.

Dr. Redford currently leads business development initiatives focused on expanding organizational capacity in data collection, development, and reporting. He facilitates strategy discussions and coordinates communication and documentation strategies to support new project development. He is also the data collection task lead for the National Study of Special Education Spending Foundational Phase conducted by the National Center for Education Evaluation, overseeing the study design and survey development of a nationally representative study on special education spending. He has also led teams supporting some 15 cohorts of students dating as far back as 1980 via the longitudinal studies expert support task for the National Center for Education Statistics.