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Juliet Squire

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Juliet Squire
photo of Julie Squire, senior associate partner
Partner
Policy and Evaluation

Background: Juliet Squire is a partner in the Policy and Evaluation practice area. Since joining Bellwether in 2013, she has provided policy analysis and strategic advising support to school operators and support organizations, foundations, and think tanks. She has also authored reports on charter school laws and governance, private school management organizations, and rural education, among other topics.

Before joining Bellwether, she worked at the New Jersey Department of Education, where she directed strategies for advancing technology-driven innovation and oversaw the state’s Race to the Top program. Previously, she managed school board relationships and new school development for National Heritage Academies, providing support to school leaders and helping to launch new charter schools in Louisiana, New York, and Wisconsin. Juliet began her career at the American Enterprise Institute, where she studied a wide range of issues in K-12 and higher education policy. She is the former board chair of a charter school in Washington, DC.

She received her bachelor’s degree in political science from Yale University.

Experience at Bellwether: policy research and analysis, foundation advising, writing

Client segments served: think tanks, foundations, intermediaries, charter school operators, advocacy organizations

Sample clients: Thomas B. Fordham Institute, Oklahoma Youth Expo, National Alliance for Public Charter Schools, American Enterprise Institute, Rural Opportunities Consortium of Idaho

Why I do this work: I believe an educated public is an essential building block for a free and prosperous society and that every child deserves equal access to the knowledge and skills necessary to achieve his or her potential.

 

Recent Media

Publication
Kelly Robson
Phillip Burgoyne-Allen
Juliet Squire
Jeff Schulz

Fourteen percent of the nation’s population lives in rural communities, and one in five K-12 students attends a rural school — a substantial proportion of America’s school population. Despite increased attention from the national education policy community in recent years, too many rural communities and schools continue to struggle to provide their students with quality educational opportunities. Common approaches to education reform that may work in urban communities often fail to take into account the unique assets and challenges facing rural schools.

"Wide-Open Spaces: Schooling in Rural America Today” provides education policymakers with a factbase on America’s rural schools and communities: the economic and academic challenges they face, their unique assets, and opportunities for improvement. This resource highlights some of the challenges facing schools and students, including limited economic opportunity, poor access to healthcare, and social challenges like drug addiction. It also provides an overview of available data on student outcomes, including National Assessment of Educational Progress data and graduation rates. These data reveal that while rural students appear to be doing better on average than students in some other geographies, there are real gaps among subgroups and barriers to postsecondary opportunities that hinder many rural students from achieving their full academic potential.

Even so, rural communities’ assets provide opportunities to create and sustain meaningful change. Compared with other geographies, rural communities tend to place high value on civic and community engagement and support tight-knit networks among residents. Community members tend to have a deep sense of and commitment to place that dates back generations. And at a state and national level, rural communities represent a powerful political voice.

"Wide-Open Spaces: Schooling in Rural America Today"
aims to equip advocates, decision-makers, and other stakeholders with a shared understanding of rural education to generate a more accurate and nuanced policy response.

Title image for Bellwether publication