Kara Jackson


Professional Title: 
Assistant Professor
About Me (Bio): 
Kara Jackson is currently an assistant professor in mathematics education at McGill University. She earned her doctorate in Education, Culture and Society with an emphasis in Mathematics Education in 2007 from the University of Pennsylvania. From 2007-2010, she was a post-doctoral research fellow at Vanderbilt University’s Peabody School of Education in the Department of Teaching and Learning. While at Vanderbilt, she worked on an NSF-funded project investigating how to support instructional improvement in middle-grades mathematics at the scale of large, urban districts; she is currently a co- principal investigator on an extension of this study. In 2010, she received a National Academy of Education/Spencer Post-Doctoral Fellowship to investigate how districts and schools (with diverse organizational constraints and resources) can configure aspects of institutional settings to support middle-grades mathematics teachers’ development of ambitious and equitable instructional practices. She has taught mathematics to students in grades 2-12 and adults. Her research interests focus on specifying forms of practice that support all learners to participate in rigorous mathematics, particularly youth who are under-served in US classrooms, and how to support teachers to develop such forms of practice.
Vanderbilt University

MIST is a five-year study of four large, urban districts implementing ambitious mathematics reform initiatives in the middle grades.  The study uses a mixed-methods research design to investigate how changes in the school and district settings in which mathematics teachers work influence their instructional practices, students' learning opportunities, and student achievement.  

Vanderbilt University

The goals of this project are to 1) develop methods for analyzing data collected to document the institutional setting of mathematics teaching that are specific to equity and access for all middle school students to high quality mathematics instruction; and 2) develop an instrument for assessing the quality of mathematics instruction that focuses specifically on the extent to which all students are supported to substantially participate in academically rigorous mathematics.

University of Washington (UW)

The goal of this project is to improve the implementation of rigorous instructional materials in middle-grades mathematics at scale through a system of practical measures and routines for collecting and using data that both assesses and supports implementation.

Vanderbilt University

This project is supporting and investigating the implementation of reformed mathematics instruction at the middle school level in two large school districts. The primary goal of the project is to develop an empirically grounded theory of action for implementing reform at school and district levels. The researchers are investigating reform within a coherent system that focuses on leadership and school-based professional development.