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Amy Chen Kulesa

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Amy Chen Kulesa
Senior Consultant
Strategic Advising

Background: Amy Chen Kulesa is a senior consultant with Bellwether Education Partners in the Strategic Advising practice. Prior to joining Bellwether, Amy was the director of data & analytics at Boston Prep, a public charter school in Massachusetts serving students grades 6 through 12. At Boston Prep, Amy led the school's data systems, collaborated on the school's strategic plan, and supported the growth application, resulting in the Commissioner's recommendation for expansion of Boston Prep by 75%. Before Boston Prep, Amy was a consultant at Booz & Company, where she worked with Fortune 500 clients on operational strategy projects. Amy graduated cum laude from Columbia University with a bachelor's degree in Operations Research and minors in Art History and Economics. She currently resides in Boston and enjoys painting and sewing.

Why I do this work: Coming from a family of educators, my family's deep value in education led me to work at a school. Working in an urban school exposed me to the wide gaps and inequalities that still persist in our education system today. I am motivated to do this work because I am driven to improve access and equity for all students, regardless of skin color, income, or abilities, so that every child can achieve his or her full potential.

Recent Media

Gwen Baker
Lauren Schwartze
Amy Chen Kulesa

Despite some gains over the past 20 years, significant numbers of students are not meeting grade-level expectations as defined by performance on academic assessments. Meanwhile, few schools are able to support the sort of accelerated academic learning needed to catch students up to grade-level expectations.

Evidence indicates this is not for lack of educator commitment or dedication. Instead, many educators lack clarity about how to help students catch up. Common messages about holding a high bar for academic rigor and personalizing learning to meet students where they are can be perceived as being at odds with one another.

Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students With Learning Gaps,” synthesizes a broad body of research on the science of learning in order to inform efforts to help students close gaps and meet grade-level expectations. This deck argues that helping students catch up is not about rigor or personalization — classrooms need both.

Closing learning gaps requires students to be motivated and engaged to grapple with challenging, grade-level skills and knowledge — while also having their individual learning needs met.

The report identifies what must happen among educators, systems-level leaders, teacher developers, instructional materials providers, and technology experts to move beyond the dichotomy of “rigor versus personalization” and toward a future that effectively blends the two.

Title image for Bellwether publication