Kristina Harding, M.A.

Kristina Harding, M.A., is a Research Associate at edCount, LLC. Ms. Harding has assisted with materials development, data analysis, professional development, and report production for Gallaudet University’s Laurent Clerc National Deaf Education Center since 2016. Ms. Harding primarily contributes to the production of the Clerc Center’s federal report cards through analyses of summative assessment data (e.g., PARCC, MSAA), developing annual technical summary reports, and tracking federal and state guidelines for accountability and reporting to provide guidance on implementing Maryland’s Every Student Succeeds Act state plan. Ms. Harding has also assisted in data analyses and report development and finalization for multiple alignment evaluations, including the Georgia Milestone Alignment Evaluation in Grades 3–8 and End-of-Course Assessments for ELA, Mathematics, Science, and Social Studies, where she managed and coordinated onsite meeting logistics for approximately 80 individuals.

Since 2017, Ms. Harding has also served as project coordinator for the Strengthening Claims-based Interpretations and Uses of Local and Large-scale Science Assessment Scores (SCILLSS) project funded by the Department of Education in which three states, four organizations, and 10 national assessment and science experts collaborate to develop process documentation for how to use principled-design to develop summative and formative assessment tasks aligned to the Next Generation Science Standards (NGSS). Recently, Ms. Harding managed the administration, data collection, and analysis of results from the SCILLSS pilot study of nine educator- developed and six expert-developed three-dimensional science classroom assessment tasks with participating educators across the three partner states and contributed to the development of professional learning materials articulating a principled design for creating classroom science assessment tasks. Her work also includes supporting the development of professional learning materials to guide educators through designing science classroom science assessment tasks using a principled-design process for the Nebraska Department of Education, including managing logistics for two, week-long virtual professional learning sessions via Zoom.

Prior to joining edCount, Ms. Harding worked as a Junior Advocate at a national social security disability law firm, where she helped manage cases and conduct legal writing in preparation for cases. She also served as a City Year, NY Corps Member in the Bronx, where she provided classroom support for an individual teacher by leading literacy tutoring for a small group of third-grade students. She also facilitated programming at an afterschool program for 65 school‐age students. Ms. Harding earned her M.A. in Educational Transformation — Policy and Advocacy from Georgetown University, and a B.A. in Political Science and Education History and Policy from Brown University.