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Amy Chen Kulesa

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Amy Chen Kulesa
Associate Partner
Strategic Advising

Background: Amy Chen Kulesa is an associate partner 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

Ashley LiBetti
Juliet Squire
Justin Trinidad
Amy Chen Kulesa
Rebecca Gifford Goldberg

One of the greatest promises of the charter school movement has been the potential to create diverse school models to meet the varied needs of children, families, and communities. As policy makers and charter leaders have recognized the need to hold charters accountable for strong performance, however, there has been a move towards more standardized ways of evaluating the potential and performance of schools. And now, COVID-19 has upended how charter schools across the country are operating and how authorizers hold schools accountable for outcomes. This report and related toolkits shed light on what authorizing looks like in practice when fostering a diversity of school models and holding them accountable for quality.