CV / Resume (pdf)
Camille is the 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 developing and analyzing administrative datasets related to the public school response to Covid-19, including how Covid relief funding was spent and how school districts transitioned back to in-person learning. Additionally, Camille is providing evaluation support on the “Rethinking K-12 Models: Light the Way” effort developed by the North Carolina Department of Public Instruction. This involves developing and analyzing surveys, collaborating with various other groups invested in the implementation and evaluation of this program, 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 fields, equitable and just access to special education services, school culture and staff culture, and the impacts of COVID-19 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.