Etai Mizrav is a senior technical assistance consultant at AIR. He has experience working on equity in education at the state and district levels by designing evidence-based policies and implementing practical programs that can improve equity in education, particularly equitable access to effective educators. At the Center for Great Teachers and Leaders, Mizrav directs the Equitable Access and Diversifying the Educator Workforce projects and shapes the equity focus across all the center’s projects. He creates user-friendly, evidence-based resources and consults directly with states and districts in Connecticut, Ohio, Texas, Mississippi, Nebraska and other states on promoting equity and diversity across the educator career continuum. Mizrav is an expert in helping states, districts, and stakeholders through the process of identifying root causes of achievement and access gaps and selecting evidence-based policies and programs that will address them. Most recently, he developed Insights on Diversifying the Educator Workforce: A Data Tool for Practitioners, an Excel-based tool that has helped dozens of states, districts, and schools identify and visualize diversity gaps across the entire educator career continuum.
In addition, Mizrav consults on several regional comprehensive centers including the Midwest Comprehensive Center, the Texas Comprehensive Center, and the Southeast Comprehensive Center on projects related to equity in education such as equitable access to teachers, diversifying the educator workforce, school accountability, school improvement, and reform planning in urban and rural settings.
Previously, Mizrav was the Manager of Education Policy and Equity for the Washington, D.C., Office of the State Superintendent of Education, where he was the state lead and writer of the D.C. State Education Plan (The Elementary and Secondary Education Act Waiver), and the D.C. Plan for Equitable Access to Excellent Educators. Mizrav also developed the D.C. Staffing Data Collaborative, an innovative model for supporting high-need districts in developing human capital data infrastructure to inform strategic action. The model was utilized by over 95% of public schools in Washington D.C., including all schools identified as low-performing.