Dr Callie Womble Edwards

About Callie

Dr. Callie Edwards is an experienced educational researcher and program evaluator. For a decade, she has studied, partnered with, and advocated for historically underrepresented and underserved populations in health, education, and science, technology, engineering, and mathematics (STEM) fields, such as women, communities of color, individuals who experience low-income backgrounds, and those who are the first in their family to graduate from college. She has also served in the areas of college assessment, academic coaching, pre-college and new student programs, underrepresented student recruitment and retention, and student wellness.

Dr. Edwards holds a Ph.D. in Educational Research and Policy Analysis with a specialization in Higher Education Administration from North Carolina State University (NCSU). Her dissertation explored the counternarratives of high-achieving Black male engineering majors, and earned the NCSU 2018 Higher Education Dissertation of the Year Award, and an honorable mention from the American Association of Blacks in Higher Education 2019 Dissertation of the Year Award selection committee.

Dr. Edwards currently serves as the Associate Director of Program Evaluation and Education Research at the Friday Institute for Educational Innovation, where she provides leadership for highly specialized and multifaceted research programs. She also directs and manages the work of Research Assistants, Graduate Research Assistants, and Undergraduate Interns, leads the submission of proposals for external sponsored funding, and serves as principal investigator on sponsored projects.

Prior to joining the Friday Institute, Dr. Edwards served as a Research Specialist at the North Carolina Department of Commerce, a Research Assistant in the Office of Assessment at NCSU, and a Program Coordinator in the Minority Engineering Programs Office at NCSU.

Resources

• Intentional and Consistent: SEL in Action at Visitation Catholic School (Case Study)

  Co-Author
  Visitation Catholic School developed an action plan around the implementation of social and emotional learning.
• Teaching for the Long Haul: Professionalizing Career Pathways for North Carolina Teachers – A Closer Look at Three Advanced Teaching Roles Pilot Districts (White Paper)

  Co-Author
  In 2016, the North Carolina General Assembly provided support for school districts across North Carolina to propose and implement pilot advanced teaching roles programs that would allow highly effective classroom teachers to take on leadership roles in their schools and reach more students. Six districts were chosen to develop pilot programs attuned to their local needs. As an extension of their formal three-year evaluation of these six pilots, and with the support of the Belk Foundation, the Friday Institute for Educational Innovation at North Carolina State University completed “deep dive” closer-look investigations of three of the six pilot programs.
• Teacher Compensation Models and Advanced Teaching Roles Pilot Programs (Report)

  Co-Author
  This evaluation report—the fourth and final one commissioned by the North Carolina State Board of Education—summarizes qualitative results from the third year of the initiative and quantitative analyses from the first two years of implementation. In general, most of the qualitative indicators were again positive, and in the areas for which one-year and two-year quantitative estimations were possible there also were continuing signs of positive outcomes.
• “Becoming Embedded In What We Do” The Implementation and Impact of the Learning Differences Program at Centennial Campus Magnet Middle School in Raleigh, North Carolina (Case Study)

  Co-Author
  This case study details the implementation and impact of the Learning Differences program at Centennial Campus Magnet Middle School (CCMMS) in Raleigh, North Carolina. Section one provides an overview of the Learning Differences program. Section two describes how the Learning Differences program was implemented at CCMMS and how data were collected. Section three draws on qualitative and quantitative data to illustrate nine key lessons learned from the implementation process as well as the program’s impact on students. The authors intend for this case study to be a practical resource that schools and districts can reference as they implement their own learning differences initiatives.
• “A Constant Conversation” The Implementation and Impact of the Learning Differences Program at Manning Elementary School in Roanoke Rapids, North Carolina (Case Study)

  Co-Author
  This case study details the implementation and impact of the Learning Differences program at Manning Elementary School (MES) in Roanoke Rapids, North Carolina. Section one provides an overview of the Learning Differences program. Section two describes how the Learning Differences program was implemented at MES and how data were collected. Section three draws on qualitative and quantitative data to illustrate the program’s impact on MES teachers and students. Section four discusses the seven key lessons learned from the implementation process. The authors intend for this case study to be a practical resource that schools and districts can reference as they implement their own learning differences initiatives.

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