JOE ABLEIDINGER is a senior consultant with Public Impact. He consults and leads project teams focused on a variety of education policy issues, including redesigning school models and teachers’ roles to extend the reach of excellent teachers, online and blended learning and emerging technologies in education, teacher and leader policy, school turnarounds, and charter schools. Before joining Public Impact, Mr. Ableidinger taught high school English with the Fulbright Program in Korea and started a family resource center at an underperforming elementary school as an AmeriCorps VISTA member. Mr. Ableidinger received his B.A. with highest honors from Duke University, his master’s degree in public administration from the John F. Kennedy School of Government at Harvard University, and his law degree with honors from Harvard Law School.
Example projects: Mr. Ableidinger serves as a strategic advisor to philanthropic foundations, charter authorizers, and education-focused nonprofit organizations. He conducts policy research and development to help 50CAN (the 50-state Campaign for Achievement Now) and its state affiliates RI-CAN and MinnCAN close America’s achievement gaps by building public support for proven models of effective public education.
Mr. Ableidinger led a major effort on behalf of the National Alliance for Public Charter Schools (NAPCS) to evaluate the charter sector’s progress and to recommend bold actions to capitalize on the sector’s successes while confronting persistent challenges. The resulting report, Fulfilling the Compact: Building a Breakthrough, Results-Driven Public Charter School Sector, was featured at NAPCS’s 2012 national conference. Mr. Ableidinger served on a team of writers for the National Association of Charter School Authorizers’ Cyber Series, co-authoring a policy guide on online and blended charter schools and an issue brief on successfully authorizing blended charter schools. Mr. Ableidinger has presented to national audiences on topics including online and blended learning, extending the reach of excellent teachers to more students and building an opportunity culture for teachers, and charter incubation.
Mr. Ableidinger co-authored Better Choices: Charter Incubation as a Strategy for Improving the Charter School Sector, for the Cities for Education Entrepreneurship Trust (CEE-Trust) and the Thomas B. Fordham Institute; Incubating High-Quality Charter Schools: Innovations in City-Based Organizations, for the National Charter School Resource Center; Going Exponential: Growing the Charter Sector’s Best, for the Progressive Policy Institute; Leading Indicators of School Turnarounds: How to Know when Dramatic Change is On Track, for the Darden/Curry Partnership for Leaders in Education and the School Turnaround Specialist Program at the University of Virginia; School Turnarounds in Colorado: Untangling a Web of Supports for Struggling Schools, for the Donnell-Kay Foundation; Teacher Tenure Reform: Applying Lessons from the Civil Service and Higher Education and Shooting for Stars: Cross-Sector Lessons for Retaining High-Performing Educators, for the Bill & Melinda Gates Foundation and The Joyce Foundation; and Free to Lead: Autonomy in Highly Successful Charter Schools, for the National Alliance for Public Charter Schools. He also contributed to The Rise of K–12 Blended Learning, by Michael B. Horn and Heather Staker, published by Innosight Institute.