PCC strives to be deeply evidence-driven in all it does, and I help with the research and data efforts that can keep us grounded in work that can measurably improve equity in both higher ed policy and practice. 

I am passionate about helping to remove barriers and reverse historical inequities for students. I believe that we have a moral imperative to do so, but also feel that economics, data, and research can be utilized in advocating for change, and I hope to add that lens throughout our work.

After working in communications for an educational institution, I wanted the skills to analyze policy through a quantitative lens. I earned a master’s degree at the University of Chicago’s Harris School of Public Policy, and worked with City Colleges of Chicago through a Mayoral Fellowship, before coming to PCC in 2018.

PCC is leading and collaborating on a variety of great research and policy efforts. I work to manage our research team’s completion of projects and identify areas for new or further research that drives forward PCC’s impact. Amplifying PCC’s work toward change, I see my role as also following our research through to policy implementation and analysis.

As an education practitioner, I’ve witnessed firsthand how our institutions and systems fall short for educators and more importantly, students despite the good intentions. I wanted to be part of transforming our system into one that prepares and supports students toward college completion. I am so passionate about education because I believe it is a nonnegotiable toward building more thriving communities across Illinois.

After years in student-facing roles, I realized I needed to add quantitative skills to my toolbelt to be part of the systems-change work I felt called to. I earned a master’s degree at the University of Chicago’s Harris School of Public Policy and subsequently gained hands-on experience in policy research at a community-based organization on the city’s west side. 

I assist the Research and Data team with researching evidence-based
practices and policies as well as help analyze state and institutional
data. I am also responsible for providing the CUP team insights that
can help our institutional partners narrow their completion
disparities by race and income.

I have always been passionate about education. I initially wanted to
be a math teacher, but seeing how systemic barriers in higher
education hindered many, especially low-income and minority students,
I want to utilize my research and data analysis skills to support work
that is focused on making higher education equitable for all.

My parents, who are immigrants from Mexico and have no college degree,
worked hard to provide their children the opportunity to pursue higher
education. I started my college journey at Saint Xavier University,
where I received my Bachelor’s in Mathematics. I then earned my
Master’s in Mathematics at Governors State University.

I leverage evidence to advance policies and practices that ensure each student can obtain a postsecondary education.

Starting my career working in higher education, I have seen directly how policies can dictate access to opportunity. A college education opens up so many doors for students, and I am committed to ensuring that all students, particularly those for whom our systems have overlooked, are equipped with the tools that enable them to succeed.

I earned a bachelor’s degree from Michigan State University and my master’s degree in public policy from Vanderbilt University. Starting my career in higher education, I pivoted to work in education policy advocacy in Tennessee, which ultimately led me to PCC.