Jeremy Redford

Jeremy Redford is a principal researcher within AIR’s Education Statistics program overseeing large, nationally representative data collections. Dr. Redford is the deputy director for AIR’s longitudinal studies contract with the National Center for Education Statistics (NCES) where he oversees project deliverables, staffing support, and conceptualizes research designs for a suite of studies that follow students from early childhood to postsecondary education. In this role, he leads a team of 15 researchers supporting some 15 cohorts of students dating as far back as 1980. 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.

Dr. Redford has over 15 years of experience in survey and study design, and secondary data analysis with large, complex samples. Previously, he was a project director for the Data Development Program where he was responsible for producing statistical reports for NCES. He has also provided technical assistance to local and state education agencies, and he co-led two survey methods in education workshops that were published by the Institute of Education Sciences (IES) as a facilitator’s guide.

Dr. Redford’s area of interest focuses on how social class shapes families’ involvement in children’s education. He completed his doctoral degree from George Mason University where his dissertation work followed families as they navigated Washington, D.C.’s public-school lottery. Dr. Redford is also the author of 13 IES/NCES reports and journal articles that help policymakers, researchers and general audiences better understand students’ K-12 educational experiences.