DANIELA DOYLE is the vice president for policy and management research at Public Impact. Her work addresses a wide range of education issues, including developing thriving systems of schools with multiple operators, the relationship between a city’s district and charter schools, growing the supply of excellent public schools, school finance, and family engagement. Ms. Doyle co-authored Measuring Teacher Effectiveness: A Look “Under the Hood” of Teacher Evaluation Systems, which won the “Most Actionable Research” Eddies! award from the PIE Network. A former elementary school teacher, she is an alumna of Teach For America and Education Pioneers, a nonprofit bringing innovative leaders to education. She holds a bachelor’s degree in public policy from Princeton University, a master’s degree in science for teachers from Pace University, and a master’s degree in public policy from Duke University.
Example projects: Ms. Doyle has recently focused on charter school supply and the building of thriving systems of schools across a city or region. Other projects have explored the use of charter restarts to turn around chronically low-performing schools; developed a slate of options to improve financial sustainability for teacher residency programs; and described how one of the country’s fastest growing charter networks has overcome common barriers to growth.
Ms. Doyle has co-authored these publications: Identity and Charter School Leadership: Profiles of Leaders of Color; Meeting the Potential of a Virtual Education: Lessons from Operators Making Online Learning Work; The Impact of School Restarts: Lessons from Four Indianapolis Schools; Better Together: Why Charter School Champions and Parent Advocates Should Partner to Better Support Students with Disabilities; Built to Grow: How IDEA Public Schools is Expanding to Serve a Million Students; Design for Impact: Designing a Residency Program for Long-Term Financial Sustainability; Beyond the Fringe: Charter Authorizing as Enrollment Grows; The New Frontier: Public Charter Schools as a Tool to Transform Education in Clark County; Is Détente Possible? District-Charter Relations in Four Cities; Authorizer Hopping: Motivations, Causes, and Ways to Stop it; Lacking Leaders: The Challenges of Principal Recruitment, Selection, and Placement; Measuring Teacher Effectiveness: A Look “Under the Hood” of Teacher Evaluation Systems; Creating Opportunity Schools: A Bold Plan to Transform Indianapolis Public Schools; Funding a Better Education: Conclusions from the First Three Years of Student-Based Budgeting in Hartford; Student-Based Budgeting: A Better Way to Fund Students and Performance; Developing Education Talent Pipelines for Charter Schools: A Citywide Approach; Developing City-Based Funding Strategies: Investments to Create a Robust Charter Sector; Leading Approaches to Philanthropic Investment in the Charter Sector: A Scan of Four Cities; A Student-Based Funding Model for Washington; Student-Based Budgeting: Revamping School Funding in Washington to Improve Performance; Performance Guarantees in Education: Shifting Risk to Create Opportunity; Charter School Funding: Inequity Persists; The Tab: How Connecticut Can Fix its Dysfunctional Education Spending System to Reward Success, Incentivize Choice, and Boost Student Achievement