Melodie Baker
National Policy Director
Melodie is a nationally recognized education leader and advocate. As a community leader, charter school founder, school administrator, and program director, she has devoted her career to advancing education opportunities for disadvantaged students. Prior to joining Just Equations in 2020, she was Director of Education at United Way of Buffalo and Erie County. Her day-to-day responsibilities included building partnerships with diverse stakeholder groups, developing strategies to advance equitable education policies, implementing community school models in local districts, managing grants, and investing in educational programs.
Baker has chaired various national, state and local coalitions, including Raising New York, The Coalition for Community Schools, and the Erie/Niagara Birth to 8 Coalition. She directs the research and evaluation effort for the Rockefeller Institute of Government’s First 1000 Days on Medicaid Initiative, headed by the New York State Department of Health, and was recently tapped to serve on Governor Andrew Cuomo’s Reimagining Education Advisory Council to devise strategies for re-opening schools amid the COVID-19 pandemic.
Melodie earned a Bachelor’s degree in Public Relations from Buffalo State College, a Master’s degree in Executive Leadership and Change from Daemen College, and an Advanced Graduate Certificate in Applied Statistical Analysis from SUNY-Buffalo.
Jenn BeVard
Director of Operations and Programs
Jenn is the Director of Operations and Programs for Just Equations. Before joining the Just Equations team, Jenn worked as an independent researcher and grant writer on education, women’s health, and performing arts initiatives. She is an award-winning theatre director and artistic associate at multiple Bay Area theatre companies. Her interest in education equity and reforms has been informed by her work as an executive functioning skills coach for K-16 students and as a theatre educator/artist at San Quentin State Prison. Jenn received her Bachelor of Arts in Theatre & Performance, English Literature, and Philosophy from Santa Clara University and her MFA in Directing from The Theatre School at DePaul University, Chicago.
Pamela Burdman
Executive Director
Pam, founder of Just Equations, is an expert on college access, readiness, and success. A thought leader on the role of mathematics in education equity, she works at the intersection of research, policy, and practice to synthesize knowledge from the field and advance strategies that support student success. Pam’s reports and articles on math opportunity issues helped lay the groundwork for new policies designed to improve equitable college opportunity in California. She has also been a featured speaker, convener, and advisor to educators, policymakers, foundations, and think tanks.
Pam’s experience in journalism, including covering issues such as the University of California’s reversal of affirmative action as a San Francisco Chronicle reporter, informed her commitment to education equity. As a program officer for the William and Flora Hewlett Foundation, she devised and implemented strategies for strengthening college readiness and success, which led to several California initiatives that continue today. She earned a Bachelor’s degree from Princeton University and Master’s degrees in Business and Asian Studies from the University of California at Berkeley.
Francesca Henderson
Math Educator in Residence
Francesca is a career educator with a diverse range of experiences and a passion for social justice and equity. She has served as a researcher, high school math teacher, vice principal, curriculum designer, and education consultant. Her current research focuses on the transition from high school to college, and the role of mathematics in supporting or hindering the college-going process. Francesca received a Bachelor’s in Mathematics from San Diego State University and a Master’s in Education from High Tech High Graduate School of Education, where she also serves as an instructor, teaching Graduate students how to develop positive school cultures and design equitable discipline practices. She is currently working toward her Ph.D. in Mathematics Education at the University of Maryland. She joined Just Equations in 2020.
Katrina Goto
Administrative Associate
Katrina is an honors college student majoring in Political Science at
UC Berkeley. A proud graduate of K-12 public schools and member of the
UC-to-UC transfer student community, she is passionate about
educational equity and college access. Her leadership and involvement
in campus organizations such as the Sage Mentorship Program have
focused on addressing social and systemic barriers to secondary
education in public schools throughout the Berkeley, Oakland, and El
Cerrito Unified School Districts. Analyzing data collected from the
National Asian American Survey (NAAS) Post-Election Survey, 2016, she
is currently authoring an honors thesis examining the correlation
between intra-group conceptions of minority linked fate and support
for affirmative action in college admissions across ten major Asian
American ethno-national identity groups. Through her research, she
hopes to synthesize public and expert opinion to support the
implementation of empirically informed, culturally responsive
educational policy both locally and nationally. She joined Just
Equations in 2022.
Research Fellows
Harold Asturias
Harold is the director of the Center for Mathematics Excellence and Equity (CeMEE) at the Lawrence Hall of Science; a science center located at the University of California, Berkeley. Before that, he was the Deputy Director of the Mathematics and Science Professional Development at the University of California Office of the President. Mr. Asturias was a member of the writing group for the National Council of Teachers of Mathematics (NCTM) Assessment Standards for School Mathematics. He has extensive experience providing professional development in the areas of standards and assessment in mathematics for teachers in large urban districts (Chicago, Los Angeles, New York City) and smaller and rural districts. Over the past few years he has focused in the area of designing and implementing professional development for K-12 mathematics teachers who teach English Language Learners. Also, he has collaborated with the Council of Great City Schools in the design and implementation of online resources for understanding the interconnectedness of mathematics content and language.
Phil Daro
Phil has directed large-scale projects related to mathematics learning, standards development, testing, and professional development efforts. Most recently, he was one of the principal authors of the Common Core State Standards in mathematics, and he continues to work on implementation and policy issues related to the Common Core. He also works with the Strategic Education Research Partnership, which leads mathematics and science learning partnerships between practitioners from the Oakland and San Francisco school districts and researchers from institutions including Stanford University and the University of California, Berkeley. Previously, he directed the California Mathematics Project for the University of California system. He is a recipient of the Walter Denham Award from the California Mathematics Council and the Ross Taylor/Glenn Gilbert National Leadership Award from the National Council of Supervisors of Mathematics.
Rogéair D. Purnell
Rogéair is a researcher, evaluator, facilitator, and former grantmaker. She has designed, led, and consulted on numerous high-profile studies and projects focused on advancing opportunity, promoting success, and catalyzing change. She is leveraged for her ability to navigate diverse communities, boards, businesses, and industries, including K-16 education and philanthropic foundations. And her intellectual commitment to unbiased analyses strengthens partnerships and equips organizations with sound insights for establishing and achieving significant milestones. Prior to founding RDP Consulting, she worked for non- and for-profit organizations where she effectively managed difficult conversations and built consensus.