Camille Ferguson, senior research associate, leads research and evaluation that advances knowledge of effective policies and programs to promote educational equity, particularly for marginalized adolescents in urban settings. She has extensive experience in mixed-methods research, curriculum and program development, and teacher professional development. Her research interests include the social-emotional context of learning, informal education settings, STEM programming, and equitable pre-K–16 computer science learning.
Ferguson is the project lead for EDC’s evaluation of Google Code Next and is part of a team that is evaluating the New York Hall of Science elementary teacher training on computational thinking. Before joining EDC, she was a classroom science teacher, museum educator, and district administrator.
Recently, Ferguson published findings from her evaluation of Sesame Workshop’s Girl Talk program and blogged about strategies to help teenagers transition to virtual learning. She also presented findings related to Google Code Next at the International Technology, Education and Development Conference.
Ferguson holds a PhD in Urban Systems: Urban Education Policy from Rutgers University and an MUP in Urban Planning and Affairs from Hunter College.