Annalee Good

Assistant Scientist

Annalee Good is an evaluator and researcher at the Wisconsin Center for Education Research, co-director of the Wisconsin Evaluation Collaborative, and Director of the WCER Clinical Program.

She is co-PI on an ongoing study of digital tools in K-12 education, and supports many youth-serving organizations through culturally responsive evaluation in topics such as tutoring, personalized learning, community schools, and ensuring equitable access and outcomes in advanced learning opportunities.  She has published and presented numerous papers on topics including public contracting for digital instructional tools, the nature of the instructional landscape in out-of-school time tutoring, the role of tutoring in school reform, and the role of K-12 teachers in the creation of public policy. Annalee also is the co-lead of the Wisconsin chapter of Scholars Strategy Network. She was an 8th grade social studies teacher before earning her master’s and doctoral degrees in Educational Policy Studies from UW-Madison.

Selected publications:

Heinrich, C.,  Darling-Aduana, J., Good, A., & Cheng, H. (2019). “A look inside online educational settings in high school: Promise and pitfalls for improving educational opportunities and outcomes.” American Educational Research Journal. 

Darling-Aduana, J., Good, A., & C. Heinrich. 2019. “Mapping the inequity implications of help-seeking in online credit-recovery classrooms.” Teachers College Record 121(11). 

Good, A. (2018). Teachers at the Table: Voice, Agency, and Advocacy in Educational Policymaking. Lanham, MD: Lexington Books, Rowman and Littlefield. Available here

Heinrich, C. & A. Good. (2018). Research-Informed Practice Improvements:  Exploring Linkages between School District Use of Research Evidence and Educational Outcomes over Time. School Effectiveness and School Improvement.

Good, A., Barocas, S.F., Chavez-Moreno, L., Feldman, R., & C. Canela. (2017). A Seat at the Table: How the Work of Teaching Impacts Teachers as Policy Agents. Peabody Journal of Education.

Burch, P., Good, A., & C. Heinrich. (2016). Improving Access to, Quality, and the Effectiveness of Digital Tutoring in K12 Education. Educational Evaluation and Policy Analysis.

Stewart, M. & A. Good. (2016). Marketing, Information, and Parental Choice: A Comparative Case Study of Third-party, Federally Funded Out-of-school-time Services. Peabody Journal of Education.

Burch, P. & A. Good. (February 2015). The Conversation Before the Contract: A Framework for Dialogue Between School Districts and Digital Education Providers. Phi Delta Kappan.

Burch, P. & A. Good. (2014). Equal Scrutiny: Privatization and Accountability in Digital Education. Cambridge: Harvard Education Press. Available here

Heinrich, C., Burch, P., Good, A., Acosta, R., Cheng, E., Dillender, M., Kirshbaum, C., Nisar, H. & M. Stewart. (2014). Improving the Implementation and Effectiveness of Out-of-School-Time Tutoring: A Longitudinal Multisite, Mixed-Method Investigation. Journal of Policy Analysis and Management.

Good, A., Burch, P., Stewart, M., Acosta, R., & C. Heinrich. (2014). Instruction Matters: Lessons From a Mixed-Method Evaluation of Out-of-School Time Tutoring Under No Child Left Behind. Teachers College Record.

Good, A. (2009). Framing American Indians as the “First Americans”: Using Critical Multiculturalism to Trouble the Normative American Story. Social Studies Research and Practice.

Contact Information
Phone: (608) 262-2063
Office: 1186F Ed Sciences

Current Projects

Wisconsin Evaluation Collaborative
Javits Expanding Excellence - Milwaukee Public Schools
WEC General
Statewide Longitudinal Data Systems (SLDS) 2020-2024: Facilitating Data Integration through Equity-Driven Research-Practice Partnerships
Scaling-Up Expanding Excellence for Underrepresented Students ("SEE US!") - Year 4 Initial Term

Completed Projects

A Multisite Evaluation of the Implementation and Impact of Supplemental Educational Services
Scaling Up Smart Spaces for Underrepresented Gifted Students Through the Response to Intervention Framework
Improving the Effectiveness of Digital Educational Tools in Increasing Student Achievement
Improving the Effectiveness of Digital Educational Tools in Increasing Student Achievement and Reducing Achievement Gaps
WEC Oscar Rennebohm
Does the Labor Market Give Credit for Learning Online? The Impacts of K12 Digital Learning on Post-Secondary and Labor Market Outcomes