Claire Fontaine is an educational researcher committed to social justice with a background in collaborative youth-centered methodologies. Her work interrogates the relationship between educational data and inequality, highlighting the ways that data masks processes of social reproduction, and proposing interventions that flip the script of accountability.
Prior to her role at Data & Society, Claire worked in the areas of teacher education, youth development, and college access. She began her career teaching English at an alternative transfer school for overage under-credited students in Brooklyn. She holds a BA in the College of Letters from Wesleyan University (2002) and a PhD in Urban Education from the Graduate Center of the City University of New York (2015) and is a founding member of the Collaborative Seeing Studio.
Thursday, October 20, 2016
In my first blog post for DML, I proposed that parents in school choice markets interpret and act on school performance data in ways that reinforce racial and socioeconomic segregation. New York City public schools are growing increasingly racially segregated, even public pre-K, according to a recent report from the Century Foundation. Economic segregation is also increasing, particularly within the 100 largest school districts, which saw a 30% increase in economic segregation between 1990 and 2010. Meanwhile, 50 years of high-quality qualitative and quantitative research indicate that socioeconomically integrated schools are a win-win, leading to improved
Monday, August 29, 2016
As a researcher of urban education and parent of a child entering public pre-K in New York City this fall, my professional and personal interests converged this past year as I visited schools and poured over school performance data, along with every other parent of a 3-year-old in the city. I practically squealed with pleasure when the Department of Education released its newest data tool, the School Performance Dashboard. The Dashboard makes the process of at-a-glance school comparison that much easier, at least for parents conversant in the languages of data and quantitative measurement, who are