Fellows 2026-27
Zahra Alfalak-Porter (She/Her)
CCC AANHPI SAP Senior Program Manager, Foundation for California Community Colleges
Zahra Alfalak-Porter is a Senior Program Manager for the Asian American, Native Hawaiian, and Pacific Islander Student Achievement Program (AANHPI SAP) at the Foundation for California Community Colleges. She leads statewide initiatives to advance educational equity and strengthen institutional support for AANHPI and underserved students across California’s community colleges. Her work spans program implementation, policy guidance, technical assistance, data analysis and reporting, intersegmental partnerships, and translating statewide policy into meaningful institutional practice. Drawing from her experience in higher education and her background as a first-generation student from an immigrant family, Zahra is interested in how public policy and systems change can improve access, belonging, and educational outcomes for historically underserved communities. She is currently pursuing a Master’s in Government Law and Policy at the University of the Pacific, McGeorge School of Law.
Rocio Ambrocio Quintana (She/Hers/Ella)
Senior Project Coordinator, WestEd’s Center for Economic Mobility
Rocio Ambrocio is a Senior Project Coordinator at WestEd’s Center for Economic Mobility, where she supports statewide education and workforce initiatives and collaborates across sectors to translate policy priorities into implementation. Her work focuses on advancing educational and economic mobility, particularly for first-generation students and those navigating nonlinear education-to-workforce pathways. Drawing on her experiences navigating higher education as a first-generation college student, transfer student, and formerly undocumented student, Rocio is passionate about building systems that better support students into meaningful careers and the broader impact those opportunities can have on families and communities. Her graduate research examined how structural barriers shape first-generation Latinas’ access to economic mobility after college. Rocio holds a master’s in Higher Education Administration and Policy from UC Riverside and a bachelor’s in Sociology from UCLA.
Benito Aranda-Comer (He/Him)
TK-12 Policy Analyst, EdTrust-West
Benito Aranda-Comer is a TK–12 policy analyst at EdTrust–West, where he advances educator workforce and mathematics equity policies. A former eighth-grade teacher in Houston, he brings classroom experience to his work with educators, advocates, researchers, and state leaders. Benito helped launch the California Educator Diversity Action Network, a coalition working to recruit and retain a diverse, well-supported teacher workforce. Through the English Learner Leadership and Legacy Initiative, he strengthened his advocacy skills and joined a community of leaders working to improve outcomes for English learners through statewide advocacy. He also works to expand access to rigorous mathematics instruction and pathways across California. His work translates research and community expertise into actionable state policy. Benito holds a Master of Public Policy from Georgetown University and a bachelor’s degree in history and Latin American studies from Rice University.
Krysten Audibert, Ed.D., (She/Her/Hers)
Director of STEM/MESA, Crafton Hills College
Krysten Audibert, Ed.D., is the Director of STEM and Mathematics, Engineering, Science Achievement (MESA) at Crafton Hills College, where she leads initiatives that expand access, engagement, and success for community college STEM students. Her work centers educational equity, STEM identity and belonging, undergraduate research, and pathways to transfer and careers. Audibert’s doctoral research on women in community college MESA programs informs her leadership, particularly the role of future-orientation and high-quality interactions in strengthening belonging and expanding what students envision as possible for their futures. A first-generation college graduate, Audibert brings lived experience to her work advancing equitable educational opportunities and creating pathways for students to access, navigate, and thrive in higher education. She holds a doctorate in leadership for educational justice, a master’s in biological sciences, and a bachelor’s in integrated education.
Alfredo Barcenas (He/Him/His)
Dean of Student Campus Life, University of Redlands
Alfredo Barcenas, Ed.D., is the Dean of Student Campus Life at the University of Redlands where he leads programs focused on student engagement, leadership development, and civic participation. His work centers on creating institutional structures that elevate student voice and strengthen students’ roles in campus decision-making. Dr. Barcenas brings more than a decade of experience in higher education and student governance, including leadership roles within the California State University and University of California systems. His professional and research interests include education policy, student leadership, and equitable access to institutional decision-making. A first-generation college graduate, his experiences as a former student body president continue to inform his commitment to developing students. Dr. Barcenas holds a Doctorate in Education from the University of Southern California, a Master of Public Policy from UC Riverside, and a Bachelors degree from CSU San Bernardino.
Jaime Bonato (She/Her)
Coordinator at the Sacramento County Office of Education
Dr. Jaime Bonato is a Coordinator at the Sacramento County Office of Education, where her work focuses on teacher preparation, educational leadership, and developing programs responsive to regional and state needs. With over 20 years of experience in education, Dr. Bonato has served as a teacher and leader, supporting teacher candidates, educators, and school and district partners. Dr. Bonato’s work has contributed to increased teacher candidate enrollment, strengthened the pipeline of prepared teachers, and helped address the regional teacher shortage. Dr. Bonato stays current on state legislation and initiatives related to teacher and leader preparation and uses emerging needs to inform program innovation and improvement. Dr. Bonato’s research interests include teacher recruitment and retention. She holds a Ph.D. in Educational Leadership from Lesley University and is committed to strengthening educator preparation and developing systems that support educators and students.
Jewel Bourne (She/They)
Policy and Student Partnerships Advisor, Campaign for College Opportunity
Jewel Bourne, Ph.D., serves as Policy and Student Partnerships Advisor at the Campaign for College Opportunity, where she works at the intersection of the Campaign’s core functions: state policy advocacy and student leadership development. She weaves authentic student voice into the Campaign’s policy work, directs its hallmark student leadership program, conducts policy analysis, and builds strategic partnerships. Grounded in her background as a student affairs professional, Bourne’s work spans research, practice, and systems change, bridging the gap between policy development and the communities that policy is meant to serve. The daughter of Guyanese immigrants and a first-generation college graduate from Los Angeles, Dr. Bourne brings both personal experience and professional expertise to expanding access and equity in higher education. She earned her Ph.D. in Education Policy, Organization and Leadership from the University of Illinois Urbana-Champaign.
Alejandra Chan-Gonzalez (She/her/Ella)
Program Manager, Career Pathways & Strong Workforce Programs, Glendale Community College
Alejandra Chan-González is Program Manager of Career Pathways and Strong Workforce Programs at Glendale Community College, where she leads initiatives that strengthen pathways between K–12 education, higher education, and the workforce. As a first-generation Latina, Chan-González draws on her lived experience navigating higher education to advance policies and practices that remove systemic barriers for historically underrepresented students. Her work centers on building equitable systems that expand access to dual enrollment, Career Technical Education, college credentials, and pathways to economic mobility.
Through cross-sector partnerships, she brings together educators, administrators, employers, and community partners to create more accessible and culturally responsive educational pathways. Chan-González is particularly interested in how education policy, institutional practices, and resource allocation can create more equitable opportunities for students and communities.
She holds a Master of Education in Curriculum and Instruction from the University of Nevada, Las Vegas, a Master of Science in Educational Counseling from the University of La Verne, and a bachelor’s degree in Political Science and Spanish from San Diego State University.
Jasmine Clark (She/Her/Hers)
First-Grade SANKOFA teacher in San Bernardino City Unified School District
Jasmine Clark is an equity-driven educator and doctoral student with more than five years of experience serving K–12 students in diverse learning communities. She is a first-grade SANKOFA teacher in the San Bernardino City Unified School District, a program designed to nurture African American students and support their achievement at the highest levels. Jasmine designs standards-aligned instruction in English language arts, mathematics, science, social studies, and African American history. Her practice is culturally responsive, hands-on, and student-centered. Jasmine is pursuing a Ph.D. in K–12 Education and Equity at Claremont Graduate University. She holds master’s degrees in Education and English Literature from Claremont Graduate University. As a California Education Policy Fellow, Jasmine seeks to advance policies that center educators, students, families, and historically underserved communities. Her policy focus is educational equity and culturally responsive teaching.
Dominique Donette (She/Her/Hers)
Director of Government Affairs, EdVoice and EdVoice Institute
Dominique Donette is the Director of Government Affairs at EdVoice and EdVoice Institute, where she works on statewide legislative and policy advocacy focused on improving educational outcomes for students from low-income communities. She was recently elected to the Sacramento County Board of Education. Donette brings two decades of experience across education, in roles both inside and outside the classroom. Her current work includes advancing policies to strengthen early literacy and mathematics outcomes and expand access to effective educators. A first-generation college graduate and former foster youth, Donette draws on data, community perspectives, and her own lived experience with educational inequity to help build systems in which students, especially those furthest from opportunity, do not have to rely on luck to succeed. She holds a Bachelor’s degree from the University of California, Berkeley, and Master’s degrees from the Harvard Graduate School of Education and The Broad Center.
Natalia Gonzalez
Community Engagement and Partnership Representative, Riverside County Office of Education
Natalia Gonzalez, Ed.D., is a Community Engagement and Partnerships Representative at the Riverside County Office of Education. She builds partnerships with school districts, businesses, nonprofits, and government agencies to strengthen education programs and student outcomes across Riverside County. Her work in external affairs, government relations, and communications supports the County Superintendent’s initiatives and connects community partners with students and educators. Gonzalez serves on the Desert Recreation District Board of Directors. She earned a Doctor of Education in Organizational Change and Leadership from the University of Southern California, a master’s degree in communication from California Baptist University, and a bachelor’s degree in political science from the University of California, Los Angeles. Her doctoral research examined how Migrant Head Start supports children’s school readiness.
Nazeehah Khan (She/her)
Policy Director of California Competes
Nazeehah Khan is a Hawai’i-born, Indo-Fijian, Muslim woman who believes in equity-centered policymaking. Khan is the Policy Director at California Competes, where she leads the organization’s policy agenda to advance equitable higher education and economic mobility. Previously, she served as Policy Director at Californians for Justice, advancing K-12 education equity by building the legislative power of Black and Brown youth statewide. At the California Department of Social Services and the Council on American-Islamic Relations, she developed and advanced legislative and regulatory proposals and led cross-sector collaborations. She is also the founder of Restraining Orders Without Borders, a national campaign expanding restraining order access for survivors of sexual and domestic violence. She holds an MPhil in International Politics from the University of Cambridge and a B.A. in Political Science from the University of Hawaiʻi.
Aaron R. R. Kunst (He/him/his)
Director of Strategy & Policy at Public Benefits Lab
Aaron R. R. Kunst, MA, is a Founding Partner and the Director of Strategy & Policy at Public Benefits Lab. He received key public benefits while in college and is now a harmonizer working closely with state agencies, post-secondary education systems, advocates, people with lived expertise, community-based-organizations, policymakers, and state and nationalcoalitions to increase efficiencies, streamline processes, and put policy into practice for safety net program access. With a focus on increasing access and enrollment of public benefits for eligible college students, Aaron recently published CalFresh for College Students 2.0, A New Enrollment Era Begins policy and practice paper that identifies nine recommendations to reach full enrollment. He is also leading California’s first College Student Public Benefits Action Plan which is evaluating state laws and guidance implementation success and barriers. Aaron holds a Master’s Degree in Communication from San Diego State University.
Kelly Le Crosby (She/Her/hers)
Assistant Director of Community School ELD Program, Amethod Public Schools
Kelly Le Crosby is an educational leader supporting K–12 campuses across Oakland and Richmond. Informed by her background as a 1.5-generation Vietnamese American, she advances educational equity, language acquisition, and community trust through collaborative systems. Grounded in identity, transparency, and resilience, Kelly fosters brave spaces for educators to navigate complex challenges together. She currently spearheads network-wide English Language Development initiatives—strengthening regional compliance and aligning instruction within a Multi-Tiered System of Supports. A former school principal and Fulbright Research Fellow with 17 years in education, Kelly holds master’s degrees in Visual Anthropology and Educational Leadership.
Pamela M. Low (she/her)
TK-12 Policy Analyst, EdTrust-West
Pamela M. Low is a TK-12 Policy Analyst at EdTrust-West, an advocacy organization working to eliminate racial equity gaps for students of color and low-income students in California. In this role, she leads policy research and position development on multilingual learner success, early childhood education, and data systems. Drawing on her experience as an art educator, community partner, and social justice organizer, Pamela works to advance whole-child education. Previously at the Asian Art Museum in San Francisco, she developed programs supporting teachers with arts integration, social-emotional learning, and California’s Ethnic Studies requirement. Her policy perspective is deeply informed by her identity as a Chinese American from Hayward, California. Pamela holds a Bachelor of Science in sociology and gender studies from Santa Clara University and a Master of Arts from the Graduate School of Education at Stanford University.
Bryan Monroy (He/Him)
California Policy Manager, Teach Plus
Bryan Monroy is the California Policy Manager for Teach Plus, where he manages the Teacher Policy Fellowship. In this role, he equips diverse educators with the skills to influence policy at state and local levels and advocate for equitable educational reform. His work focuses primarily on humanizing the teaching profession and supporting multilingual learners. Bryan’s recent contributions include conducting primary research on the development of an Educator Multi-tiered System of Support to improve teacher retention. Additionally, he developed recommendations for leveraging Local Control and Accountability Plans (LCAPs) to support educators of multilingual learners. Prior to Teach Plus, Bryan served as a high school science teacher in the Los Angeles area. He holds a Master of Arts in Education from California State University, Los Angeles, where he completed the Los Angeles Urban Teacher Residency Program.
Tonikiaa L. Orange (She/Her/Hers)
Director, UCLA Educational Leadership Program and the UCLA Culture and Equity Project
Dr. Tonikiaa Orange is Director of the UCLA Educational Leadership Program and the UCLA Culture and Equity Project at Center X. A former Los Angeles Unified School District math and science teacher and K–8 principal, her work focuses on culturally responsive pedagogy, restorative and asset-based leadership, and preparing practitioners to lead with conscience and courage. With Jo Ann Isken, she developed Reciprocal Learning Partnerships for Equity, a coaching and inquiry model grounded in relational trust, positionality, participatory inquiry, critical reflection, and collaborative action. The model prepares educators to identify who is not being served, examine their own practice, and co design systemic changes that improve outcomes for underserved students. She is a contributing author to All Students Must Thrive (Howard et al., Houghton Mifflin, 2019) and to Preparing and Sustaining Social Justice Educators (François & Quartz, Eds., Harvard Education Press, 2021), and recently published in Education Sciences. She holds degrees from Teachers College, Columbia University, UCLA, and the University of Pittsburgh.
Jessica L. Sawko (She/Her)
Director of Education, Children Now
Jessica L. Sawko is Director of Education at Children Now and serves as the statewide director of the California STEM Network, the organization’s science, technology, engineering, and mathematics (STEM) project. She leads Children Now’s policy work on the educator pipeline, STEM education, and supports its early learning workforce agenda, including career pathways. Sawko’s recent work focuses on increasing equitable access to high-quality science education by elevating science in California’s accountability system and expanding paid pathways into teaching via an apprenticeship pathway. Before joining Children Now, Sawko was executive director of the California Science Teachers Association, where she helped shepherd the state’s adoption and implementation of the California Next Generation Science Standards. She holds a B.A. in economics from Hollins College.
Leslie Simmons (She/Her/Hers)
Deputy Director at Career Technical Education (CTE) Foundation of Sonoma County
Leslie Simmons is Deputy Director at Career Technical Education (CTE) Foundation of Sonoma County, a regional education-workforce intermediary working to build career-connected learning pathways. Her work spans program development, fundraising, grant administration, policy navigation, and partner outreach, with a focus on equity through trust-based philanthropy and community-centered funding practices. Simmons leads Path to Purpose, CTE Foundation’s flagship internship program, and is working to strengthen the conditions needed to scale it across all 11 districts and bring in dozens more employer partners. This year, she formalized a regional health sciences blueprint into the North Bay Health Pathways Alliance, a table designed to support the healthcare workforce. She also oversees the organization’s grantmaking, which uses dollars raised from individual and business donors to incentivize schools to innovate their career-connected learning programs. Simmons holds a Bachelor of Arts in Community Studies from the University of California, Santa Cruz
Charlie Thompson (She/Her/Hers)
Researcher and Policy Associate, Learning Policy Institute
Charlie Thompson is a Researcher and Policy Associate at the Learning Policy Institute (LPI). She works on LPI’s Whole Child Education and Educator Quality teams, where she focuses on school redesign, instructionally relevant and performance-based assessment, community schools, and preparing and sustaining the education profession. Thompson’s prior experience as an educator informs her qualitative research approaches, which center student, educator, family, and community expertise as essential evidence for informing policy development and implementation. In addition to conducting rigorous qualitative research, Thompson conducts policy analyses and builds the capacity of the field through sustained partnerships. Thompson holds an MA in Urban Education Policy from Brown University and an MA in Teaching English and Secondary Education from Teachers College, Columbia University.