Victoria Perkins currently works in the early childhood research area, and her previous work has focused on delivering quality observations and coaching to community-based tutoring programs. Victoria has also supported the research and evaluation efforts of a small operating foundation.
She received her master’s degree from the Humphrey School of Public Affairs at the University of Minnesota. There she studied evaluation, psychometrics, and education policy. Her final studies there explored the effects of different levels of summer tutoring dosage on academic achievement.
Victoria is passionate about using sound data to inform policies that can improve the lives of children, especially in the areas of educational equity and poverty elimination.