Vanessa Barrat

About

Vanessa Barrat co-leads partnerships with Washoe County School District to reduce chronic absence and the Los Angeles County Office of Education to use data to improve outcomes for foster youth. Barrat has extensive experience conducting quantitative research to improve education policy and practice with a focus on vulnerable student populations. She has expertise in policy and program evaluation, data systems, survey design, applied statistics, and social research methodology. Prior to joining WestEd, she worked as a social policy and research analyst for Acumen, LLC and SRI International. She received a BS in economics and an MS in econometrics from University of Paris 1 Panthéon-Sorbonne, and a predoctoral degree in economic analysis and policy from L’Ecole des Hautes Etudes en Science Sociale.
Vanessa Barrat: vbarrat@wested.org

Associated IES Content

About REL West

Regional Educational Lab (REL) West partners with key stakeholders in Arizona, California, Nevada, and Utah to develop evidence that can inform consequential decisions about policy, programs, and practice.
report Descriptive Study

Students' Use of School-Based Telemedicine Services and Rates of Returning to Class After These Services in a Small Elementary School District

Even before COVID-19, school districts wanted to understand if school-based telemedicine services met student health needs during the school day and helped keep students in school all day, every day. Specifically, districts were interested in knowing if telemedicine enabled students with a school-day health issue to return to class instead of being sent home, preventing the loss of instruction. This study examined students' use of school-based telemedicine in all five of the schools in urban ...
Feb 01, 2021
report Descriptive Study

Progress of Arizona Kindergartners toward English Proficiency in Grade 3 by English Learner Student Classification

This study was prompted by the Arizona Department of Education's interest in learning more about the progress of English learner students toward English proficiency in the early grades. The study examined the English language proficiency and English language arts (ELA) proficiency (reading and writing at grade level) of non-native English speaker students in kindergarten and in grade 3. About 11 percent of 2013/14 kindergartners in Arizona were initially classified as English learner students...
Aug 01, 2020
Publication number:
2020-024
report Descriptive Study

Characteristics and education outcomes of Utah high school dropouts who re-enrolled

Numerous studies over the past two decades have examined the prevalence, causes, predictors, and prevention of high school dropout, but comparatively little is known about students who drop out and later re-enroll. This study contributes to an emerging body of research on re-enrollees that challenges the perception that when students drop out, they leave school for good. This study used data from the Utah State Office of Education to follow a cohort of 41,496 students who were expected to gra...
Nov 01, 2016
report Descriptive Study

School mobility, dropout, and graduation rates across student disability categories in Utah

This report describes the characteristics of students with disabilities in Utah public schools, and presents the single-year mobility and dropout rates for students in grades 6-12, as well as the four-year cohort dropout and graduation rates, for students who started grade 9 for the first time in 2007/08 and constituted the 2011 cohort. Results are reported for students with disabilities as a group and then further disaggregated by each of the disability categories. Using statewide administra...
Nov 01, 2014