Ashley Woo

Assistant Policy Researcher, RAND; Ph.D. Candidate, Pardee RAND Graduate School

Santa Monica Office

Education

B.A. in political economy, University of California, Berkeley

One Page Bio

Overview

Ashley Woo is an assistant policy researcher at RAND and a Ph.D. student at the Pardee RAND Graduate School. Her research interests include wealth and income inequality, educational equity, neighborhood and school segregation, teacher recruitment and retention, education curriculum, and standards-based school reform.

Prior to joining Pardee RAND, she worked for KIPP LA Schools, where she taught 2nd grade at a South Los Angeles charter school. In addition, she is a Teach for America alumna, having completed two years of teaching at a Title I elementary school in Miami, Florida. As a former educator, she is experienced in standards-based and data-driven instruction, curriculum design, and tailoring teaching methods to support specific academic and social-emotional student needs.

She has a B.A. in political economy and a minor in public policy from the University of California, Berkeley, where she also conducted research on how American educational outcomes compare to those of other wealthy, industrialized nations in terms of both equity and levels of student achievement.

Research Focus

Commentary

Teachers and Teaching

Keeping Teachers of Color in the Classroom Will Take More Than a Pay Raise
All students—but particularly Black and Latinx students—benefit academically and socially from having teachers who are people of color. Policymakers and education leaders can help these teachers stay in the profession by making teaching more financially sustainable and fostering collegial relationships within school communities.
Dec 1, 2022
Word in Black

Publications

Report
Walking on Eggshells—Teachers' Responses to Classroom Limitations on Race- or Gender-Related Topics: Findings from the 2022 American Instructional Resources Survey
In this report, drawing on the spring 2022 American Instructional Resources Survey, the authors examine teachers' awareness of and responses to limitations on how they can address race- or gender-related topics in their instruction.
Jan 25, 2023
Report
Early Childhood Educators in Hawaiʻi: Addressing Compensation, Working Conditions, and Professional Advancement
This report documents the low wages, few benefits, and mixed working conditions for the early care and education (ECE) workforce and provides strategies for investing in improvements that would help with recruiting and retaining ECE workers.
Oct 25, 2022
Report
Prioritizing Strategies to Racially Diversify the K–12 Teacher Workforce: Findings from the State of the American Teacher and State of the American Principal Surveys
The authors of this report surveyed and interviewed teachers and convened a panel of education policymakers to identify policies and strategies that could help racially diversify the teacher workforce in the United States.
Sep 20, 2022
Report
Walking a Fine Line—Educators' Views on Politicized Topics in Schooling: Findings from the State of the American Teacher and State of the American Principal Surveys
Using nationally representative survey data, the authors analyze educators' views on two politicized issues—COVID-19 mitigation policies and teaching about race, racism, or bias—to better understand the consequences of politicization in schools.
Aug 10, 2022
Report
Restoring Teacher and Principal Well-Being Is an Essential Step for Rebuilding Schools: Findings from the State of the American Teacher and State of the American Principal Surveys
Researchers present selected findings on teacher and principal well-being, working conditions, and intentions to leave their jobs from the 2022 State of the American Teacher and State of the American Principal surveys.
Jun 15, 2022
Report
State of the American Teacher and State of the American Principal Surveys: 2022 Technical Documentation and Survey Results
This technical report on the 2022 State of the American Teacher and State of the American Principal surveys includes descriptions of the survey content, administration, and weighting and detailed data tables of the survey results.
Jun 15, 2022
Report
How States Are Creating Conditions for Use of High-Quality Instructional Materials in K–12 Classrooms: Findings from the 2021 American Instructional Resources Survey
In this report, the authors examine adoption and use of instructional materials using survey self-reports from teachers across the United States and from a network of states that is focused on improving use of standards-aligned materials.
Jun 7, 2022
Report
Redesigning University Principal Preparation Programs: A Systemic Approach for Change and Sustainability — Full Report (Volume 3, Part 1)
University-based principal preparation programs prepare the majority of U.S. school principals. This report described the methodology of and findings from a five-year study of an initiative designed to support improvements to such programs.
May 26, 2022
Report
Redesigning University Principal Preparation Programs: A Systemic Approach for Change and Sustainability — Report in Brief (Volume 3, Part 2)
University-based principal preparation programs prepare the majority of our country's school principals. This report shares findings from a five-year study of an initiative designed to support improvements to such programs.
May 26, 2022
Multimedia
A Snapshot of Anti-Bias Education in U.S. K–12 Schools: Findings from the 2021 American Instructional Resources Surveys
In this webinar, RAND Corporation researchers share data from a national teacher survey administered in spring 2021 concerning the extent to which public school teachers report addressing anti-bias education in their K–12 classrooms.
Apr 18, 2022
Report
A Snapshot of Anti-Bias Education in U.S. K–12 Schools: Findings from the 2021 American Instructional Resources Surveys
RAND researchers leverage nationally representative survey data of kindergarten through 12th grade (K–12) public school teachers to examine whether teachers report providing anti-bias education and what anti-bias education looks like in K–12 schools.
Feb 22, 2022
Report
English Language Arts Instructional Systems in the First Full Year of COVID-19
The authors focus on teachers' perceptions of the guidance received on English language arts instruction and instructional system coherence during the first full year of COVID-19 (2020–2021), and how teachers' perceptions compared with 2019–2020.
Jan 31, 2022
Report
The Well-Being of Secondary School Principals One Year into the COVID-19 Pandemic
Using nationally representative data from the 2021 Learn Together Surveys, the authors examine the state of secondary principals' well-being and job-related stressors one year into the COVID-19 pandemic and discuss implications and recommendations.
Jan 26, 2022
Report
Seeking Balance in the Provision of Technical Assistance: Insights from the National Center to Improve Social and Emotional Learning and School Safety
The authors examine the first three years of operation for the Center to Improve Social and Emotional Learning and School Safety (CISELSS) and offer insights that might help guide efforts to continuously improve CISELSS's provision of supports.
Nov 9, 2021
Report
School Leaders' Role in Selecting and Supporting Teachers' Use of Instructional Materials: An Interview Study
The authors examine what school leaders regard as the key dimensions of quality instructional materials and describe the role that school leaders play in guiding the selection and use of instructional materials.
Jul 19, 2021
Research Brief
Supporting Principals to Lead on the Selection and Use of Instructional Materials in Classrooms
This brief discusses findings from several RAND reports on principals' roles with respect to instructional materials. Recommendations describe how stakeholders can prepare and support principals to lead in selecting and using instructional materials.
Jul 19, 2021
Report
Job-Related Stress Threatens the Teacher Supply: Key Findings from the 2021 State of the U.S. Teacher Survey
The authors explore the state of teacher well-being in the United States, describing job-related stressors that teachers faced during the pandemic and the working conditions of teachers who were considering leaving their jobs because of the pandemic.
Jun 15, 2021
Report
Did Experience with Digital Instructional Materials Help Teachers Implement Remote Learning During the COVID-19 Pandemic?
Researchers examine teachers' use of digital materials during the 2019–2020 school year, whether digital materials connected to main curricula, and how the use of digital materials before the pandemic connected to teaching during school closures.
May 4, 2021
Report
Teachers' Perceptions of What Makes Instructional Materials Engaging, Appropriately Challenging, and Usable: A Survey and Interview Study
In this report, the authors examine how middle and high school English language arts and mathematics teachers use and perceive their instructional materials in terms of how engaging, challenging, and usable they are.
Jan 14, 2021
Report
Using State-Level Policy Levers to Promote Principal Quality: Lessons from Seven States Partnering with Principal Preparation Programs and Districts
The authors examine how seven states are using state-level policy levers to improve the quality of school principals.
Nov 17, 2020
Report
Exploring Coherence in English Language Arts Instructional Systems in the Common Core Era
Coherence among instructional components is key to changing teachers' practices in standards-based reforms. This report uses survey data to explore the coherence of school-level instructional systems in Louisiana, Massachusetts, and Rhode Island.
Nov 4, 2020
Report
American Instructional Resources Surveys: 2020 Technical Documentation and Survey Results
This technical report provides information about the sample, survey instrument, and resultant data for the American Instructional Resources Surveys administered to principals and teachers in spring 2020 via RAND's American Educator Panels.
Sep 24, 2020
Report
The Digital Divide and COVID-19: Teachers' Perceptions of Inequities in Students' Internet Access and Participation in Remote Learning
Researchers investigate the relationship between teachers' reports of students' internet access and their interaction with students and families during school closures related to the coronavirus disease 2019 (COVID-19) pandemic.
Sep 24, 2020
Report
How Instructional Materials Are Used and Supported in U.S. K–12 Classrooms: Findings from the 2019 American Instructional Resources Survey
New results from the RAND American Instructional Resources Survey, which was fielded to a national sample of public teachers and school leaders in spring 2019, shed light on how teachers use instructional materials in their classroom.
Aug 31, 2020
Report
Digital Instructional Materials: What Are Teachers Using and What Barriers Exist?
This Data Note draws on data from the spring 2019 American Instructional Resources Survey to provide new insights from English language arts, math, and science teachers on their use of digital materials.
Apr 16, 2020