Kait Ogden

Equity-focused education researcher and data analyst with deep experience conducting mixed-methods studies at the University of Texas at Austin. Skilled in both statistical modeling and qualitative analysis, with a strong track record of translating complex data into strategic insights that inform policy and practice. Experienced in collaborating with district leaders, practitioners, and research teams to identify systemic barriers, elevate stakeholder perspectives, and support data-driven improvement across advising, leadership pipelines, and career readiness.

• How should we measure, diagnose, and improve college advising capacity in our schools?, Strategic Data Project Convening, Harvard University, 04/25
• Advancing equity through a PD initiative for educators of color, ACM SIGCSE, 03/24
• From state takeover to the nation’s first all-charter district, Education Research Alliance, 03/23
• Leaders of Color and Racial Stress in Organizational Contexts, AERA Annual Meeting, 04/24

• Emergent Bilingual Teacher & Equity Leadership Team Member, Ames Community School District, Ames, IA, 08/18–05/20, Delivered ESL instruction across K–6 classrooms, differentiating content for multilingual learners and collaborating with general ed teachers, Served on district and building-level equity teams, leading PD on culturally responsive teaching and improving interpreter protocols
• Math & Science Teacher (Bilingual/ESL), Des Moines Public Schools, Des Moines, IA, 08/12–05/18, Taught Algebra I, math/science for emerging bilingual students; developed academic support pathways for newcomer students, Co-led extended learning programs (weekend and summer school) and collaborated with school leadership to improve access

• Postdoctoral Fellow, Population Research Center, University of Texas at Austin, Austin, TX, 01/24–Present, Conduct statewide analyses linking student-level IBC attainment to college enrollment and workforce outcomes using TEA and THECB data, Lead data cleaning, management, and analysis for a longitudinal, mixed-methods study on CTE policy implementation, Develop internal and external-facing reports, including data briefs and visualizations for policymakers, researchers, and district leaders
• Research Consultant, Advising Capacity Project, UT Austin, Remote, 01/24–Present, Designed validation strategy for a novel advising capacity measurement tool used across 60+ districts, Integrated survey, interview, and secondary data to produce field-facing reports and strategic insights for CAP program leaders, Collaborated with senior researchers to build district profiles and advise on implementation considerations
• Graduate Research Assistant, The University of Texas at Austin, 05/20–08/24, Equity-Centered Principal Pipeline Project (Wallace Foundation), Developed district equity profiles combining public data, interview themes, and artifact review, Synthesized qualitative findings into memos to inform leadership development strategy, Special Education Policy Amidst COVID, Designed qualitative coding schema for document and media analysis across multiple districts, Tracked how district messaging and implementation evolved under shifting state and federal guidance, New Orleans Reunification Project, Applied mixed-methods techniques to examine governance transition in an all-charter district, Led team-level data management and triangulation efforts, including archival and media content

• Graduate School Dissertation Fellowship, University of Texas at Austin, Spring 2024
• Barbara L. Jackson Scholar Fellowship, UCEA, 2023-2025
• Graduate School Continuing Fellowship, University of Texas at Austin, Fall 2021 - Spring 2024
• Texas New Scholar Fellowship, 2020