Our Mission

With federal and state-level data housed across multiple websites and data portals, it is difficult for Texans to get comprehensive information about their public schools. The Texas School Directory exists as a Texas non-profit corporation working to aggregate this information and responsibly provide parents, guardians, students, policy makers, researchers, and community members with accurate, timely, descriptive, and historically accurate information regarding all of their Texas K-12 public schools.

The Texas School Directory Project Founders

Anthony Vincent LeClair is a doctoral student at the University of Texas at Austin. He studied and worked under Ashbel Smith Professor of Education Policy, Pedro Reyes, at the Texas Education Research Center on the JJ Pickle Research Campus. As a teacher, researcher, chief of staff in the Texas House of Representatives, and policy intern at the U.S. Department of Education, he worked his way through each layer of education policy, gaining extensive experience in state and federal data collection, aggregation, and analyses. His first large scale data project was under Dr. Frances Deviney at the Center for Public Policy Priorities for the 2013 and 2014 Texas KIDS COUNT projects. In 2015 he was awarded an University of Texas Archer Fellowship to work and live in Washington, D.C. He is currently working on his dissertation regarding school integration efforts across the United States, serves with and consults members of the local education community, and is co-chair of the Austin chapter of the Archer Fellow Alumni Association.

Emily Germain is a doctoral student in the Education Policy and Planning Program in the Department of Educational Administration. She earned her B.A. in American Studies from Barnard College and an M.A. in the Teaching of Social Studies from Teachers College. Prior to attending UT Austin, she taught history and English for six years at a public school in the Bronx and a charter school in Austin. Her research focuses on the workings of recent market-based reforms in education and their implications for equity; the relationship between community agency and improving life outcomes for low-income students and families; geography, equity, and opportunity; and sustainable development. Emily is deeply committed to increasing equity and opportunity for all students and parents. Providing accessible, important, and easily digestible information about schools and districts is one key avenue for doing that, which is why Emily is thrilled to be a co-founder of the Texas School Directory.

Andrene J. Castro is a PhD student in the Educational Policy and Planning program at The University of Texas at Austin. Andrene’s doctoral research explores the cultural political economy of the teacher labor market and teacher education programs. She has served as a teacher and teacher leader in Miami Dade County Public Schools and Miami Dade College. Most recently, Andrene was a graduate fellow with The Archer Center Graduate Program in Public Policy, where she interned at The White House Initiative on Educational Excellence for African Americans at The United States Department of Education.

Wes L. Edwards is a doctoral student in the Educational Policy and Planning program. His research interests include teacher labor markets, the effects of school choice and market based school reforms, and policies that influence integration and diversity. Prior to pursuing a PhD, Wes spent seven years as a classroom teacher in New York and Austin. In New York he taught middle school math and science at public and charter schools in Brooklyn and Manhattan. Upon returning to Austin, he accepted a position within the Austin Independent School District as an Instructional Specialist where he developed curricula and intervention plans.

Eliza Epstein is a doctoral student studying educational policy and planning at The University of Texas at Austin. She holds bachelor's degrees in Spanish and history from Rutgers University and a master’s degree in Social Science and Comparative Education from UCLA. Before her graduate work, she left a decade-long career as a film editor to teach high school English and coach track in Los Angeles. Her predominant research interest is educational equity through mechanisms such as choice, teacher development, school/community partnerships, and innovative, student-centered curriculum. After graduation, she will continue her research and work to advance policies that support educational equity.