Lucrecia Santibañez
UCLA GSE&IS - Education
BOX 951521, Moore Hall 3331
Los Angeles, CA 90095-1521
Lucrecia Santibañez is a Professor at UCLA’s School of Education & Information Studies. She previously worked as an Economist at the RAND Corporation in Santa Monica, and taught at CIDE in Mexico City and Universidad Centroamericana José Simeón Cañas in San Salvador. Her research focuses on understanding and improving teaching and learning for low-income, english learner classified, and other vulnerable student populations in the United States, Latin America, and Southeast Asia. Her papers have been published by Educational Researcher, Economics of Education Review, Journal of Teacher Education, Teachers College Record, and Review of Educational Research. Her research has been funded by the Institutes of Education Sciences, the National Science Foundation, the Spencer Foundation, the WT Grant Foundation, the W. K. Kellogg Foundation, the Inter-American Development Bank and The World Bank. She loves to bike, hike, run, and spend time with her husband and three kids.
Education
Ph.D., Education, Stanford University (specialization in Economics of Education and International and Comparative Education)
M.A., Economics, Stanford University
M.A., Latin American Studies, Stanford University
B.S., Economics, Tecnológico de Monterrey. Monterrey, Mexico
Awards, Honors and Fellowships
- Editorial Board Member at American Education Research Journal, Educational Evaluation and Policy Analysis, International Journal of Educational Development
- Outstanding Reviewer, American Education Research Journal (2019)
- Outstanding Reviewer, International Journal of Educational Development (2019)
- Outstanding Reviewer, Educational Evaluation and Policy Analysis (2016)
- Santibañez, L., Snyder, C. and Centeno, D. (2021) "Missed Opportunity: How Induction Policy Fails to Explicitly Address Emergent Bilinguals" Journal of Teacher Education, p. 1-16.
- Santibañez L. and Guarino, C. (forthcoming) “The Effects of Absenteeism on Cognitive and Social-Emotional Outcomes: Lessons for COVID-19.” Educational Researcher. https://journals.sagepub.com/doi/pdf/10.3102/0013189X21994488
- López, F. and Santibañez, L. (2018). Teacher Preparation for Emergent Bilingual Students: Implications of Evidence for Policy. Educational Policy Analysis and Archives. 26 (36).
- Santibañez, L. (2016) "The Indigenous Achievement Gap in Mexico: The Role of Teacher Policy under Intercultural Bilingual Education" International Journal of Educational Development, 47, pp. 63-75.
