Wendy Castillo
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About Wendy
Dr. Castillo’s research interests lie at the intersection of data, racial equity, and education, specifically focusing on QuantCrit and using numbers for justice. She has experience with quantitative research methods, including large-scale randomized controlled trials, meta-analysis, cost analysis, and measurement design and validation. Previously she was the Senior Director of Equity, Data & Impact at the National Urban League where she led their data strategy and program evaluation efforts.
Contributions
Investing in Healthcare to Keep Students in Class
In the News
Publications
Conducts a systematic review of empirical education studies to examine how scholars are applying QuantCrit principles. Findings reveal there is room for innovation, experimentation, and exploration while highlighting exemplary authors who embody QuantCrit principles through their professional and personal positionality statements, cognizance of community, robust racial/ethnic categories, intentionality on not centering whiteness, use of atypical methods, new measurement tools centering Black and Brown students, and innovative interpretations of findings.
Examines the limited data available on students in US territories and commonwealths to understand student enrollment, English learner rates, special education rates, and academic outcomes (when available). Emphasizes that the lack of widely available data means it is difficult to understand the conditions and quality of education in these areas, and without comprehensive data for every US territory and commonwealth, policymakers and advocates cannot measure the magnitude of inequities and cannot directly help vulnerable students.
Explores reading motivation among students of varying racial/ethnic and immigrant backgrounds, addressing a gap in prior research that has focused mostly on White populations. Finds that reading motivation is generally high across all groups but declines from third to eighth grade. Black and Hispanic students report higher motivation levels than White students, and students from immigrant backgrounds show similar motivation levels to their non-immigrant peers.
Reports on a systematic review of evidence on the effectiveness of college access programs that offer no-cost or subsidized enrollment to targeted individuals or groups.
Presents a picture of how multiple converging state policies affect higher education performance in Tennessee as the state pursues an aggressive plan to improve the educational attainment of its residents. Explores which policies have been implemented and how they have shaped higher education outcomes over time, highlighting policy as a powerful lever in either advancing or hindering progress toward state attainment goals.