CV / Resume (pdf)
Camille is a quantitative research assistant with EPIC. She has a background as a high school special education teacher and as a middle school math teacher and has provided substitute teaching services for teachers at all levels and in all subjects. As part of a grant from the Spencer Foundation, she is currently working on analyzing how school districts in North Carolina planned to spend COVID-related funding (such as the ESSER grants) and how that relates to student outcomes in the last several years. Camille is currently providing quantitative analysis support to the North Carolina Principal Fellows Program evaluation, an evaluation of the Language Essentials for Teachers of Reading and Spelling (LETRS) program, and the pandemic-response Rethink Education Program. These evaluation projects involve developing and analyzing surveys, collaborating with various stakeholders invested in the implementation and evaluation of the programs, and making meaning out of the data collected. Her research and policy interests, influenced by her time in the classroom, include gender and racial equity in STEM and school discipline, equitable and just access to special education services, school culture and staff culture, and the impacts of the COVID-19 pandemic on the education system as well as individual achievement.
Camille has a B.A. in Latin American Studies from Brigham Young University, an M.Ed. in Special Education from Arizona State University, and an MPP with an emphasis in education policy from Portland State University.