Grady Deacon’s research focuses on policies and programs to support students in the K–12 education system. He specializes in working with nonprofits, foundations, and states to provide technical assistance and evaluate programs that aim to improve students’ achievement and perceptions of school. Currently, he is the deputy project director for a study assessing the impact of teachers’ participation in professional development focused on writing, including how it affects students’ achievement in writing and teachers’ confidence teaching writing. Deacon previously led a rapid-cycle evaluation of an on-demand tutoring platform, coaching the tutoring organization as it implemented community-based participatory research practices. He continues to look for opportunities in his work to increase the value of education research for both those studying this field and the communities his work supports.
Before joining Mathematica in 2021, Deacon spent two years teaching 2nd grade through Teach For America, and three years working on district, state, and federal education policy in Washington, DC. He has a master’s in public policy from Harvard Kennedy School.
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