I am a quantitative researcher and policy analyst focusing on postsecondary access, equity, and student outcomes. I earned my doctorate in the spring of 2017 from the University of Arkansas, where my dissertation was the first longitudinal evaluation of Arkansas’ statewide postsecondary remediation policy, evaluating the impacts of being assigned to non-credit math and ELA courses on students’ likelihood of persisting and every attaining a degree. I also conducted an evaluation of a college and career coaching program in 15 northwest Arkansas high schools for potential first-generation and underrepresented minority students.