Assistant Research Professor
Assistant Research Professor
Associate Editor, Educational Administration Quarterly
Ph.D. Urban Education, Temple University, 2009.
M.Ed. Urban Education, Temple University, 2008.
A.B., Liberal Arts, College of the Holy Cross, 2004.
Areas of Expertise:
Urban Education and Reform
Social Justice and Educational Equity
Data-based Decision Making
Kimberly LeChasseur is an Assistant Research Professor with the Center for Education Policy Analysis at the University of Connecticut. Her current research centers around issues of equity and access in education, with particular attention to school contexts as shaped by instructional quality and leadership practices. She is also deeply interested in data-driven decision-making, both in schools and in other learning communities, such as collaborations across community stakeholders. At UConn, Kimberly is involved in documenting early literacy partnerships across the state, multiple studies of teacher quality across contexts, and examining adult literacy in the Greater Hartford Region.
Selected Publications & Reports:
LeChasseur, K., Welton, A. J., Mayer, A., & Donaldson, M. (in press). Situating teacher inquiry: A micropolitical perspective. School Effectiveness and School Improvement.
Donaldson, M., Woulfin, S., LeChasseur, K., & Cobb, C. (in press). The structure and substance of teachers’ opportunities to learn about teacher evaluation reform: Promise or pitfall for equity? Equity & Excellence in Education.
LeChasseur, K. (2014). Critical race theory and the meaning of “community” in district partnerships. Equity and Excellence in Education, 47(3), 305-320.
LeChasseur, K. (2014). Collaboration, performance management, and sustainability: Case studies from Discovery Collaboratives. Report to the William Caspar Graustein Memorial Fund. Storrs, CT: Center for Education Policy Analysis, University of Connecticut.
Donaldson, M., Cobb, C. D., LeChasseur, K., Gabriel, R., Gonzales, R., Woulfin, S., & Makuch, A. (2014). An evaluation of the pilot implementation of Connecticut’s System for Educator Evaluation and Development. Report to the Connecticut General Assembly. Storrs, CT: Center for Education Policy Analysis, University of Connecticut.
LeChasseur, K. (2014). The role of legitimacy in collaboration. Discovery Levers of Change Brief. Report to the William Caspar Graustein Memorial Fund. Storrs, CT: Center for Education Policy Analysis, University of Connecticut.
Donaldson, M. L., Mayer, A., LeChasseur, K., Welton, A., & Cobb, C. (2013). New roles for teachers unions?: Reform unionism in school decentralization. Journal of Educational Change, 14(4), 501-525.
Mayer, A., LeChasseur, K., Donaldson, M., & Cobb, C. (2013). Organizational learning as a model for continuous transformation. Journal of Planning and Changing, 44(4).
Mayer, A. P., & LeChasseur, K. (2013). Caught in the middle: Principals’ attempts to achieve school autonomy and devolve decision-making. Journal of Urban Learning, Teaching and Research, 9, 33-42.
LeChasseur, K., Mayer, A., & Woulfin, S. (2013). Collaboration and performance management: The Early Literacy Partnership in six Connecticut communities. Report to the Connecticut Center for School Change. Storrs, CT: Center for Education Policy Analysis, University of Connecticut.
Mayer, A., LeChasseur, K., Donaldson, M. L., Warhol, L., Cobb, C., & Welton, A. (2013). Leading autonomous schools: Negotiating new district and school leadership roles. Educational Administration Quarterly, 49(5), 695-731.
Outstanding Policy Report Award, 2015, Division L of the American Educational Research Association for “An Evaluation of the Pilot Implementation of Connecticut’s System for Educator Evaluation and Development“
William J. Davis Award, 2014, University Council for Education Administration
Measures of Effective Teaching Early Career Award, 2013-2014, National Academy of Education
Samuel S. Fels Fund Summer Fellowship, 2006, Philadelphia Youth Network
|Phone||860 486 2403|
|Mailing Address||Unit 3093|
|Office Location||Gentry 202|