Allison Escher joined the Institute for Learning (IFL) at the University of Pittsburgh in July of 2011 as a Research Associate to develop assessment prototypes in English language arts (ELA) aligned to the Common Core State Standards for the Partnership for Assessment of Readiness for College and Career (PARCC). Now, also a Fellow and member of the secondary ELA Disciplinary Literacy team, she will be designing and leading professional and curriculum development for educators in various school districts.
Before Escher began her work at the IFL, she taught high school English language arts and dramatics for eight years. Escher has also been a Teaching Fellow at the University of Pittsburgh's graduate School of Education where she taught both graduate and undergraduate methods courses as well as supervised pre-service teachers during their field site placements.
Escher earned her B.A. in English Literature and her M.A.T in English Education from the University of Pittsburgh. She also completed her Ph.D. from the University of Pittsburgh in English Education in the spring of 2015, along with a certificate in Gender, Sexuality, and Women's Studies. Her research interests include gender and reading practice, the impact of curriculum materials on practice, multicultural education, and detracking in schools. Her first publication, Bidialectal African American Adolescents' Beliefs about Spoken Language Expectations in the English Classroom, was published in the Journal of Adolescent & Adult Literacy in May 2012. She co-authored "The Effects of High-Stakes Testing: A Narrowing of Student Writing," which will be published in the fall of 2018 in Routledge's Reform and Literacy Education: History, Effects, and Advocacy.Follow @aescher29