Kevin Levay is NCTR’s Director of Research and Evaluation. Kevin joined NCTR in 2020. In this role, he supports NCTR and partner programs in collecting, analyzing, and reporting data to demonstrate and enhance the effectiveness of teacher residencies. Prior to joining NCTR, he worked as a researcher at the FrameWorks Institute, where he developed communications strategies to support the non-profit sector in building public understanding of social and scientific issues, including informal STEM learning, early math learning, and academic motivation. As a political scientist, he has conducted research on the effects of race, class, and gender on public opinion toward the use of punishment in the U.S. criminal justice and education systems, and has assisted with teaching undergraduate courses on U.S. politics and research methodology at Northwestern University.
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He/Him/His
klevay@nctresidencies.org
Kevin Levay, Ph.D.
Director of Research and Evaluation
Education
B.A., Political Science, Temple University
M.A., Political Science, Northwestern University
Ph.D., Political Science, Northwestern University
Publications
- Levay, K., Scheib, C, & Grossman, T. (2022). Effects of Racial and Ethnic Matching of Teacher Candidates of Color With Mentors. In B.S. Zugelder & M. Esperance (Eds.), Handbook of Research on the Educator Continuum and Development of Teachers. IGI Global.
- Levay, K., Volmert, A., & Kendall-Taylor, N. (2018). Crossing the boundaries: Mapping the gaps between expert and public understandings of bridging STEM learning environments. Washington, D.C.: FrameWorks Institute.
- Levay, K. & Stevens, A. (2018). New Report Helps STEM Advocates Make a Stronger Case for Informal Learning. Seasame Workshop, Joan Ganz Cooney Center.
- Levay, K., Scheib, C, & Grossman, T. (2022). Effects of Racial and Ethnic Matching of Teacher Candidates of Color With Mentors. In B.S. Zugelder & M. Esperance (Eds.), Handbook of Research on the Educator Continuum and Development of Teachers. IGI Global.
- Levay, K., Volmert, A., & Kendall-Taylor, N. (2018). Crossing the boundaries: Mapping the gaps between expert and public understandings of bridging STEM learning environments. Washington, D.C.: FrameWorks Institute.
- Levay, K. & Stevens, A. (2018). New Report Helps STEM Advocates Make a Stronger Case for Informal Learning. Seasame Workshop, Joan Ganz Cooney Center.