Portrait of Kyo Yamashiro
  • Email
    kyo.yamashiro@cgu.edu
  • Degrees
    PhD, Social Research Methodology, UCLA
    MA, Educational Administration and Policy Analysis, Stanford University
    BA, English Literature, Stanford University
  • Research Interests
    Education policy and politics, Measuring school and classroom climate, Accountability and school quality, Choice and charter school reforms, Research use for improvement, College readiness, Organizational leadership, Complexity science

Kyo Yamashiro is an associate professor of education and co-director of the Urban Leadership Program at Claremont Graduate University. Her research has focused on choice and charter schools as well as accountability systems and helping to define progress and success for schools and programs.

After receiving her BA in English Literature from Stanford University, she received her MA in Educational Administration and Policy Analysis. From there, she received her PhD in Social Research Methodology at UCLA. During graduate school, Yamashiro received numerous awards, including the Outstanding Dissertation Award from UCLA Graduate School of Education (2004), the Marion Wells Fellowship from UCLA (2005–2006), and the Graduate Research Mentorship Fellowship (2004–2005).

Yamashiro has worked at the intersection of education research and policy and practice for many years. Her work in the applied research field has included managing and conducting research at nonprofit research organizations such as WestEd, SRI International, Wisconsin Center for Education Research, and the National Center for Research on Evaluation, Standards, and Student Testing (CRESST). She reviews scholarly works for several peer-reviewed journals, including Educational Evaluation and Policy Analysis, Educational Measurement, Educational Researcher, Review of Educational Research, and Educational Policy Analysis Archives.

In addition, she has dedicated a large portion of her career to improving systems and programs in large, urban districts, directing evaluation activities in Long Beach Unified School District, and overseeing choice and charter school activities in San Diego Unified School District.

Co-authored with Meredith Phillips, et al. “Using Research to Improve College Readiness: A Research Partnership between the Los Angeles Unified School District and the Los Angeles Education Research Institute.” Journal of Education for Students Placed at Risk (JESPAR), vol. 20 (2015), 1–2, pp. 141–168.

Co-authored with Meredith Phillips, et al. “The Los Angeles Unified School District Pilot of Classroom and School Environment Surveys: A Technical Report Exploring Reliability and Validity in Nine School Improvement Grant Schools.” Los Angeles: Report prepared for the Los Angeles Unified School District, 2011.

Co-authored with Kilchan Choi, Michael Seltzer, and Joan Herman. “Children Left Behind in AYP and Non-AYP Schools: Using Student Progress and the Distribution of Student Gains to Validate AYP.” Educational Measurement: Issues and Practice 26, no. 3 (2007) 21–32.

Co-authored chapter with Kilchan Choi and Pete Goldschmidt. “Exploring Models of School Performance: From Research to Practice.” In Uses and Misuses of Data for Educational Accountability and Improvement, National Society for the Study of Education Yearbook 104, no. 2, edited by Joan L. Herman and Edward H. Haertel (2005): 119–46.

Co-authored with Joan L. Herman, et al. “Exploring Data Use and School Performance in an Urban Public School District.” Report to the Stuart Foundation. Los Angeles: CRESST/UCLA, 2005.

Co-authored with Lee Anderson, Nancy Adelman, et al. Evaluation of the Public Charter Schools Program: First-year report. (2000). Washington, D.C.: SRI International.

Education Policy
Educational Policy for School Leaders
School Climate, Classroom Climate & Teaching Quality