Education Resource Strategies · Boston, MA/Remote (USA)
ERS is a national non-profit that partners with district, school, and state leaders to transform how they use resources (people, time, and money) so that every school prepares every child for tomorrow, no matter their race or income. We are a highly regarded and well-established organization with over fifteen years of field leadership. We maintain a strong entrepreneurial spirit that embraces teamwork, innovation, inclusion, and learning.
Consulting Projects at ERS
We commit to projects that we believe will make the most significant difference for large, public K-12 school districts with a high percentage of students from low-income families. We support projects that:
- Better align a school district’s resources with their strategic plan and priorities
- Increase teacher retention and extend learning time for students with the highest needs
- Direct more resources to students with the highest needs
- Support the professional learning of school district leaders by facilitating workshops that explore solutions to shared challenges
ERS develops strong relationships with the school district partners we serve to seek understanding about student and teacher demographics, context, history, and needs. This individualized approach supports the creation of unique, effective strategies and solutions to influence sustainable change.
Consultants at ERS are intentionally allocated to a variety of projects to develop their skills broadly. This empowers consultants to positively impact the K-12 education landscape in a variety of ways.
Quantitative analysis skills are a baseline requirement for consultants at ERS because most of our projects require some degree of quantitative analysis. Some projects require deeper, more complex quantitative analysis. Some require a lighter touch. We define baseline quantitative analysis skills as the ability to strategically and efficiently categorize, make meaning of, map, and interpret large data sets with multiple variables to identify trends, patterns, and next steps. We currently use Excel for most of this work.
If you want to join a team of talented, dedicated, and collaborative professionals, this is the place for you.
Who Should Apply
Graduating seniors, candidates with up to one year of professional experience, and those with strong analytic skills interested in transitioning to a career in education consulting are encouraged to apply for the Analyst Consultant role.
Individuals who enjoy interpreting quantitative and qualitative data, think strategically, demonstrate proficiency in Excel or other data analysis software, and want to positively influence K-12 education will thrive and find meaning in this work.
Analyst Consultants utilize their proven descriptive analysis and logical reasoning skills to support systemic, transformative change in K-12 education. This includes data analysis, conceptual thinking, and strategic investigation.
Analyst Consultants work closely with Associate Consultants, Principal Associate Consultants, and Consulting Managers to develop high-impact solutions for school district partners. They fuse their analytic skills with K-12 resource equity best practices and frameworks.
Analyst Consultants receive guidance, mentorship, feedback, and coaching from project team leaders. This collaboration and feedback support their professional learning while maximizing ERS’ impact on equity in K-12 education.
In summary, specific responsibilities include:
- Active participation in ERS project teams by meaningfully contributing to the process, outcomes, and deliverables
- Executing and communicating methodologically sound, well-defined analysis
- Drawing implications and conclusions from quantitative and qualitative analysis
- Supporting the co-creation of presentations, professional learning workshops, and reports for K-12 school district partners
- Participating in meetings and interviews with district leaders
- Contributing to the K-12 education landscape by conducting research, documenting innovative best practices, and co-authoring articles for publication
- Occasional travel to district partners for approximately 2-4 days at a time, usually averaging less than one overnight trip per month throughout the calendar year (Some project phases may require travel up to two times per month, but this is typically not sustained for more than a month or two)
The salary range for this role is currently $70,000 to $80,000 annually. In modeling our commitment to openness and transparency, it’s important to note that an Analyst Consultant’s starting salary will be determined by their years of relevant experience.
Qualifications (Refer to this website for operational definitions of skill levels)
As an organization committed to developing inclusive, empowered teams, it’s important to name that candidates do not need the preferred qualifications outlined below to advance in our search. These are not mandatory requirements. As you will see below, connection to our mission, values, and impact are critical.
- Bachelor’s degree with an emphasis on quantitative and analytic coursework/practical experience
- Descriptive analytic skills (Efficiently and accurately categorize, make meaning of, and interpret large data sets with multiple variables)
- Working knowledge of Microsoft Office Suite or equivalent: Excel, PowerPoint, and Word (With ability to learn Outlook)
- Excellent verbal and written communication skills (Including the ability to synthesize complex material and effectively communicate ERS’ mission and impact to our target audience)
- Willingness to stay abreast of new research in the education sector
- Ability to work independently and cooperatively as part of a growing, mission-driven team
- Commitment to ERS Values: impact, teamwork, candor, learning, work-life balance, and service
- Demonstrated passion for and commitment to ERS’ mission exemplified through work experience, leadership opportunities, or community involvement (Passion for improving K-12 education systems that serve a high percentage of students from low-income families; interest in deepening one’s understanding of inequities impacting education systems and the student experience)
- Ability to learn or basic/working knowledge of programming languages such as R, Python, or Stata
We know that candidates navigate competing priorities when job searching. We don’t judge based on the date of a candidate’s application submission. For example, an application we receive on November 15 will receive the same review as a submission received on October 20.
Priority Application Deadline: November 15, 2022
First interviews, second interviews, and final interviews: November 2022, December 2022, and January 2023
Final decisions and offers: January 2023
Start date: Early September 2023
About Education Resource Strategies
Every school. Every child. Ready for tomorrow.
Since 2004, ERS has worked hand-in-hand with the leaders of over 100 school systems and several states. We utilize data to inform the implementation of school design transformations and monitor the impact of these changes. Our work continues to grow and evolve, especially as it relates to the implications of COVID-19 on students with the highest needs.
Our non-profit status enables a different kind of partnership with districts and states: one where we participate in the transformation struggle, create insights together, and share lessons with others.
Benefits of Working at ERS
- Opportunity for impact: ERS works with some of the largest, most influential and innovative districts in the country to truly transform their practices. Your work will change the lives of thousands of students.
- Entrepreneurial spirit: As a small organization, we are continuously improving, and we encourage innovative ideas, honest feedback, and constant learning.
- Collaborative work environment: We do most of our work in teams. We bring our collective wisdom and expertise to everything we do, often tapping the expertise and leadership of colleagues across the organization.
- Healthy work/life balance: We support every member of the ERS team in integrating meaningful work and professional growth with a healthy personal life throughout their career.
Commitment to Inclusion, Diversity, Equity, and Belonging
As an organization, we still have so much to learn about the continuing impact of systemic racism and oppression. We also acknowledge that we must look inward to best actualize ERS’s mission. Therefore, we strive to develop an equitable, inclusive, and anti-racist organization rooted in belonging for all team members.
We remain committed to transforming the systems, structures, policies, resource decisions, and cultural messages that are driving inequitable outcomes by:
- Helping our school district and school leader partners understand the patterns of structural racism and oppression that impact the students and families in their community.
- Devoting organizational resources to support the ongoing learning of all ERS team members related to the causes and patterns of structural racism and oppression, how they impact the experiences we bring to our shared environment, and the ways we work with each other.
ERS is an equal opportunity employer and does not discriminate on the basis of race, color, religion, gender, sexual orientation, gender identity or expression, national origin, age, disability, genetic information, ancestry, pregnancy, or military service.
We value diverse teams and the unique talents each member brings. In that light, we encourage candidates that have life experiences similar to those of the children, teachers, and leaders in the districts we serve to apply. The value we place on diverse teams is mirrored by our commitments to foster and sustain an inclusive culture. We regularly evaluate our organization's processes and policies through the lens of equity and inclusion, and we provide opportunities for individual and organizational learning about equity, inclusion, and diversity.
We view these commitments as essential to our work with each other and our district partners, as we seek to drive equity and excellence for all students through school system transformation.