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Rebecca Gifford Goldberg

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Rebecca Gifford Goldberg
Strategic Advising

Background: Rebecca Gifford Goldberg is a partner with Bellwether Education Partners and co-leads the Strategic Advising practice area. Since 2010, Rebecca has led projects focused on strategic planning, growth and expansion strategy, organizational design, market assessment, and grant development and implementation. She also works one-on-one with executives in the education sector to build their management capacity. Prior to joining Bellwether, Rebecca worked at McKinsey and Company, where she managed engagements with leading global institutions on growth strategy, sales and marketing, and operational efficiency. Earlier in her career, she supported the ongoing operations of a public charter school in D.C. and helped launch an innovative school model in Maryland. Rebecca directed the Maryland Leadership Workshops’ senior high program for three years, working with students from diverse backgrounds from across the mid-Atlantic on leadership skills development.

Rebecca holds a master’s degree in business administration from Harvard Business School and a bachelor’s degree in public policy from Princeton University’s Woodrow Wilson School of Public and International Affairs. The sister, daughter, and granddaughter of public school educators, Rebecca lives in the Washington, D.C. area with her husband and two children. 

Client segments served: Charter systems and schools, product and service providers, foundations, policy organizations, intermediaries, school districts

Sample clients:  Achievement Network, Amplify Education, EL Education (formerly Expeditionary Learning), KIPP Massachusetts, IDEA Public Schools, Ingenuity Prep, National Math and Science Initiative, Thurgood Marshall Academy Public Charter School  

Why I do this work: Only eight percent of low-income kids graduate from a four-year college by age 24. College was the gateway to a better life for my family and my husband‘s family, and I want to make sure those opportunities are available to all children, regardless of socioeconomic status or race.

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.