Dr. Angeline Spain is a Senior Researcher at Chapin Hall. Spain has a strong interest in systems change across education, early childhood, and healthcare systems. She is the qualitative methodologist for a 3-year, multistate study investigating how family experiences are altered by community-based approaches designed to address toxic stress and promote family strengths through the transformation of pediatric primary care and early childhood system policies and practices. She also studies community efforts to strengthen children’s transitions to and through the early elementary system, including a teacher co-designed, community initiative on Chicago’s South Side that integrates classroom and community transition practices. Spain has served as core staff on projects investigating afterschool systems building and school-library partnerships to expand learning opportunities for children and youth, and contributed to the first city of Chicago-wide assessment of child- and youth-serving organizations’ capacity to apply data and evidence to practice. She uses comparative case studies and other qualitative research methods.
Previously, Spain was Assistant Professor at the University of Michigan’s School of Education. There, she led and collaborated in work on the implementation of systems change efforts including instructional, talent management, and school funding reforms.
Spain received her Master of Arts and PhD from the University of California at Berkeley’s Graduate School of Education, with a specialization in Policy and Organizations Research.
PhD in Education, specialization in Policy and Organizations Research, University of California at Berkeley
Master of Arts in Education, University of California at Berkeley
Spain, A., & Ehrlich, S. (2017, December). A community-wide effort to improve the pre-K to kindergarten transition for teachers, families, and children. Presented at the UChicago Consortium on School Research Steering Committee, Chicago, IL.
Spain, A., Axelrod, J., & Dasgupta, D. (2017, May). Strengthening kindergarten transitions. Presented at the City of Chicago Early Learning Research Symposium, Chicago, IL.
Spain, A. K., & Freeman, J. (2016, April). Instructional policy implementation through nested networks: The role of public intermediary organizations. Presented at annual meeting of the American Educational Research Association, Washington, DC.
Spain, A. K. & Woulfin, S. L. (2016, April). Past, present, and future of coupling as an organizational concept in schools. Presented at annual meeting of American Educational Research Association, Washington, DC.
Axelrod, J., Spain, A., & Spielberger, J. (2016, September) Exploring the value propositions for creating and sustaining data systems. Presented at the Next Generation Afterschool System-Building Initiative Cross-Site Convening, Denver, CO.
Axelrod, J., Spain, A., & Spielberger, J. (2016, March) Weathering change: Building data systems to last. Presented at the Ready by 21 National Meeting, Baltimore, Maryland.
Spain, A. K. (In press). Just talk?: Discourses and deinstitutionalization in school district policymaking. American Journal of Education.
Turner, E. O., & Spain, A. K. (In press). The multiple meanings of (in)equity: Remaking school district tracking policy in an era of budget cuts and accountability. Urban Education.
Spain, A. K. (2016). Situating school district resource decision making in policy context. American Journal of Education, 122(2), 171-197.
Spain, A. K., & McMahon, K. (2016). More than just test scores: Leading for improvement with an alternative, community-driven accountability metric. Journal of Cases in Educational Leadership, 19(2), 21-30.
Spain, A., & Rowan, B. (2014). Estimating the resource costs of designs for Michigan’s teacher evaluation system: Lessons from a pilot of educator effectiveness tools. Ann Arbor, MI: Institute for Social Research and School of Education at the University of Michigan.
Rowan, B., Schilling, S. G., Spain, A., Bhandari, P., Berger, D., & Graves, J. (2013). Promoting high quality teacher evaluations in Michigan: Lessons from a pilot study of educator effectiveness tools. Ann Arbor, MI: Institute for Social Research and School of Education at the University of Michigan.