Research Project Manager
Yuno supports and advances RPPL research projects through data collection and analysis, managing research studies, and contributing to academic papers and policy reports.
Joining the Annenberg team excited Yuno because of a shared commitment to a multidisciplinary approach to advancing equity in education.
During her undergraduate studies, Yuno worked as a research assistant and fellow for Dr.Nakamuro Makiko, at the Applied Econometrics Lab at Keio University (Japan), honing skills in designing and conducting quasi-experimental studies to produce evidence. She spent a year at Brown University as a visiting student, immersing herself in the field of Education Policy and serving in research assistant roles working with local organizations. This experience deepened her appreciation for the power of evidence and collaborations in shaping educational policy and practice to advance equity. Completing her master’s in education policy and analysis at the Harvard Graduate School of Education, she strengthened her research skills and enhanced her ability to generate robust evidence in education.
Her passion stems from personal experiences as a bilingual student navigating multiple education systems in Japan, Canada, and Singapore and an intern at an educational nonprofit organization. As a bilingual student, she often found herself struggling to adapt to different education systems and languages. However, she has clear and vivid memories of the incredible support she received from her teachers. Their dedication and efforts to help her succeed played a crucial role in her academic and personal development. These experiences made her aware of the challenges faced by students who, like her, come from diverse cultural and linguistic backgrounds, as well as the importance for teachers, the frontline advocates, to be well-equipped to support students and ultimately promote equity in education.
She spent over three years supporting a nonprofit organization in Tokyo that provided academic support for low-income students. As a teaching staff, she aided 20 low-income students with their schoolwork and high school preparation. Additionally, as an intern, she led fundraising campaigns and served as a point of contact for community stakeholders to support the organization’s finances. These experiences deepened her understanding of the educational barriers faced by underprivileged students and the crucial role that targeted support and collaboration between schools, families, and community organizations play in ensuring that the support systems remained effective and responsive to the needs of the students.
