Degrees:
Ph.D., Univ. of California, Berkeley
M.A., Univ. of California, Berkeley
M.S., Pace Univ.
B.A., Barnard College
Dr. Elise Castillo conducts qualitative research on school choice policies, focusing on their possibilities for, and limitations to, advancing racially integrated, equitable, and democratic public education. As an interdisciplinary scholar, she employs concepts from political science, sociology, and critical policy analysis.
Dr. Castillo has a particular interest in understanding how diverse Asian American students and families experience and make sense of school choice and integration policies, and has been examining this topic in Greater Hartford, Connecticut, and New York City. Related work investigates the COVID-19 pandemic’s impact on school integration organizing in New York City, where school choice has exacerbated segregation over the last two decades; and how progressive and community-based charter schools can advance or hinder racial equity and integration.
As an educator, Dr. Castillo is committed to supporting her students’ capacities to critically engage with issues related to equity, democracy, and the public good. A former middle and high school English teacher, Dr. Castillo holds an MA and PhD in Education Policy from the Graduate School of Education at the University of California, Berkeley, an MS in Secondary Teaching from Pace University, and a BA in English and Creative Writing from Barnard College. |
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Education policy and politics
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Race, ethnicity, and education
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Urban education
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Market reforms, school choice, and privatization in education
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Qualitative research methods
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Education policy and politics
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Race, ethnicity, and education
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Urban education
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Market reforms, school choice, and privatization in education
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Desegregation and integration policy
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- Debs, M., Makris, M. V., Castillo, E., Rodriguez, A.*, Smith, A.*, & Ingall, J. S.* (2022). Building civic capacity: The history and landscape of NYC integration activism, 2012–2021 . Teachers College Record. 124(6), 118–150. https://doi.org/10.1177/01614681221111426
- Castillo, E. (2022). “More of the diversity aspect and less of the desegregation aspect”: Asian Americans and desegregation in metropolitan Hartford. Race, Ethnicity, and Education. https://doi.org/10.1080/13613324.2022.2033196
- Castillo, E., Makris, M. V., & Debs, M. (2021). Integration versus meritocracy? Competing educational goals during the COVID-19 pandemic. AERA Open, 7(1), 1–14. https://doi.org/10.1177/23328584211065716
- Castillo, E. (2020). “Doing what it takes to keep the school open”: The philanthropic networks of progressive charter schools. Education Policy Analysis Archives, 28 (121), 1–26. https://doi.org/10.14507/epaa.28.4452
- Castillo, E. (2020). A neoliberal grammar of schooling? How a progressive charter school moved toward market values. American Journal of Education, 26(4), 519–547. https://doi.org/10.1086/709513
- Hernández, L. E., & Castillo, E. (2020). Citizenship development and the market’s impact: Examining democratic learning in charter schools in two regions. Educational Polic y, 36(2), 440–475. https://doi.org/10.1177/0895904820901482
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- National Academy of Education/Spencer Foundation Postdoctoral Fellow, 2023-2024.
- Inaugural Winner, Graduate Student Research Contest, “Have You Heard” Podcast, 2019.
- Doctoral Completion Fellowship, University of California, Berkeley, 2017-2018.
- David L. Clark Scholar, University Council for Educational Administration and American Educational Research Association, 2017.
- K. Patricia Cross Collaborative Scholarship, University of California, Berkeley, 2016.
- Eugene Cota-Robles Diversity Fellowship, University of California, Berkeley, 2013-2017.
- Magna cum laude, Barnard College, 2008.
- Centennial Scholar, Barnard College, 2005-2008.
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