WestEd is leading the Illustrative Mathematics® (IM) Efficacy Study because we believe all learners deserve access to high-quality educational opportunities that position them for success. We wanted to learn how well the IM curriculum works—and we’re looking at other high-quality curricula as well. The study is funded by the Gates Foundation.
Unaffiliated with WestEd, Illustrative Mathematics is a nonprofit that created a problem-based K–12 curriculum used in this study. In IM classrooms, students learn by solving real problems, building understanding, and explaining their thinking. Teachers get practical lesson plans and guides that help students connect ideas across topics and grade levels—creating a classroom environment where every student can succeed. Explore IM lessons.
Our Team
Kirk Walters
Vice President of WestEd’s Center for Teaching and Learning, Walters leads a team of more than 180 experienced researchers, developers, and technical assistance specialists. His work focuses on developing and evaluating interventions to improve math teaching and learning, with current projects spanning middle school math, Illustrative Mathematics, math coaching, and adult numeracy. With projects funded by the Institute of Education Science, National Science Foundation, and others, his research emphasizes connecting research and practice to improve outcomes for all students. Before joining WestEd, he taught middle and high school math in Los Angeles and Washington, D.C. He holds a PhD from the University of Maryland in social foundations of education.
Rebecca Perry
A Senior Program Manager, Perry’s work spans research, evaluation, and technical assistance for initiatives aimed at improving mathematics and science leadership, teaching, and learning. She uses rapid-cycle data collection and evaluation reporting to surface lessons about implementation, professional development, and sustainability—sharing findings with practitioners, researchers, funders, and policymakers. A mixed-methods researcher, Perry is comfortable with both quantitative and qualitative approaches. Her experience includes codesigning randomized controlled trials, assessing policy and instructional implementation, and examining learning at the student, teacher, and organizational levels. She holds a PhD from Stanford University and a BS from the Massachusetts Institute of Technology.
Noman Khanani
Khanani is an applied quantitative methodologist specializing in experimental and quasi-experimental designs. A What Works Clearinghouse–certified reviewer, he has led research studies on early math and literacy interventions, high school math pathways, and teacher labor markets across multiple Regional Educational Laboratories (REL). He also brings psychometric expertise in assessment validation through IRT modeling. Current work includes serving as the Applied Research Lead for REL Northwest and leading Gates Foundations–funded impact and implementation evaluations. Before joining WestEd, Khanani worked at Boston College’s Mary E. Walsh Center for Thriving Children. He holds a PhD in educational measurement and evaluation from Boston College.
Haiwen Chu
A national expert on mathematics education for English Learners, Chu’s work connects theory, research, and practice to improve learning opportunities in grades 6–12. Chu collaborates with education systems to strengthen policy, programs, and pedagogy for English Learners at all levels and engages in nationwide professional learning. He serves as a coprincipal investigator on major research projects funded by the Institute of Education Sciences and the National Science Foundation, both of which develop, test, and refine innovative tasks that build concepts, language, and practices simultaneously. Chu draws on his experience as a high school math teacher working with recently arrived immigrant students. He holds a PhD in urban education policy from the City University of New York Graduate Center.
Drew Nucci
Nucci is a Research Manager in WestEd’s Center for Teaching and Learning. His work focuses on how teachers use instructional resources—including AI and high-quality instructional materials—to improve mathematics teaching, developing professional learning and frameworks grounded in that research. He directs exploratory studies at the AmplifyGAIN Center, a U.S. Department of Education AI R&D Center, and supports states in developing frameworks for high-quality math instruction. Drew brings 18 years of classroom teaching and holds a PhD in Mathematics Education from the University of Washington.
Maria Salciccioli
Salciccioli is a Senior Research Associate in WestEd’s Center for Teaching and Learning at WestEd. Her work spans research and technical assistance on math-focused projects with an emphasis on professional learning. Before joining WestEd, she worked in policy and research at the District of Columbia (DC) State Board of Education, the U.S. Department of Education, and SRI International. She is also a former elementary teacher and blended-learning coach. She holds an MA in Urban Education Policy from Brown University.
Maggie Hannan
Hannan is a mixed-methods researcher focused on understanding and improving how complex initiatives unfold in learning organizations. She has over a decade of experience in STEM education research, evaluation, and technical assistance—spanning instructional coaching, high-quality instructional materials, teacher preparation, and educational technology. She specializes in qualitative research and formative evaluation. Her current work includes leading the evaluation of a new advanced mathematics course across 11 states and building evaluation capacity with state education agencies. She completed her PhD at the University of Pittsburgh’s Learning Research and Development Center.
Sarah Rainier
Ranier is a Research Associate in WestEd’s Center for Teaching and Learning. She studies how teachers use curriculum materials and generative AI tools in their instruction, drawing on qualitative and mixed-methods research approaches. Sarah brings 6 years of middle school math teaching experience—including curriculum design and professional development—along with 2 years of supporting district leaders and teachers through technical assistance. She holds a BA in Statistics and Educational Studies from Swarthmore College and an MA in Education from Stanford University.
Rawlin Rosario
Rosario is a program manager in WestEd’s Culturally Responsive Systems group. Born in the Dominican Republic and raised in Harlem, his background shapes his commitment to educational access for all and culturally responsive practices. His work includes technical assistance, resource development, and policy support for state and local education agencies. He is the primary author of the Culturally Responsive School Building Walkthrough tool, now adopted in four districts nationwide. Before joining WestEd, he served as a teacher, instructional coach, and school leader. He also was a policy fellow at the New York State Education Department. He holds an MA in from New York University and a BA from the University of Pennsylvania.
Jill DePiper
DePiper is a Senior Research Manager with over 20 years of experience in mathematics education, spanning classroom teaching, curriculum design, teacher professional learning, and research. Her work focuses on changes in teacher knowledge and instructional practices that broaden participation in mathematics—with particular attention to English learners. She has led large-scale NSF- and IES-funded studies on math curricula and teacher professional development. She holds a PhD in curriculum and instruction in mathematics from the University of Maryland and an MEd in elementary education with a focus on multilingual learners from George Mason University.
Katherine Schwinden
Schwinden is a Research Associate with more than 30 years of experience in education. She has taught children and adults, developed curriculum, and designed professional development for teachers and students. She has also led recruitment and site coordination for numerous federally funded PreK–12 math initiatives.
