Meet our staff

Abigail Bell

As Director of Special Projects at the National Academy of Education (NAEd), Abigail oversees the day-to-day management of the Equity in Math Education Research Grants (EMERG) program, supporting program development, budget management, and program evaluation. Abigail also provides project management and financial management support to NAEd research projects funded by the William T. Grant Foundation, Hewlett Foundation, and U.S. Department of Education. She was previously the Director of Professional Development Programs, administering the NAEd/Spencer Fellowships in Education Research, as well as working with the NAEd Professional Development Committee to enhance the professional development components of the programs. In this capacity, she led a data analysis and strategic outreach for fellowships, specifically working to recruit applicants from underrepresented institutions and regions. Abigail has a Master’s in Public Administration with a focus on nonprofit management from The Ohio State University and a Bachelor of Science from Xavier University.

Amy Berman

Amy Berman is the Deputy Director of the National Academy of Education (NAEd), an interdisciplinary membership organization of the nation’s leading education researchers. At the NAEd, Amy works to advance the strategic and research initiatives of the organization. Prior to that she was an education civil rights lawyer as an Enforcement Director at the U.S. Department of Education’s Office for Civil Rights and Acting Section Chief and Principal Deputy at the U.S. Department of Justice, Civil Rights Division, Educational Opportunities Section. In those positions, she worked to ensure equal access to education through the vigorous enforcement, and policy guidance, of civil rights laws, including in the areas of race, national origin, religion, sex, disability, and language. Previously, she has served as an adjunct professor of School and the Law at The George Washington University Graduate School of Education and Human Development, as well as an adjunct at The George Washington University School of Law and the American University School of Law. She holds a J.D. from Harvard Law School, an Ed.S. in Education Policy from The George Washington University, and a B.S. from Cornell University.

Tess Bonnette

Tess Bonnette is the manager of Operations and Administration at NAEd. In her 40-plus-year career, she has held various administrative positions at Law, Electric Cooperatives, and Non-Profit firms. In her spare time, Tess visits art exhibits and spends time with her family. She cherishes her time with her grandchildren, who bring her so much joy.

Jack Busbee

Jack is Senior Director at the NAEd, overseeing Professional Development and Membership. Before returning to the Academy, he oversaw establishing and expanding Washington’s paraeducator professional development, alternative routes, and Grow Your Own programs at the Professional Educator Standards Board. Relocating to St. Louis, he managed professional development for teachers and administrators for a local non-profit. Jack earned an MA from the University of Memphis.

Dian Dong

Dian Dong is a senior program officer at the National Academy of Education, where she guides and develops research initiatives aimed at addressing pressing educational issues, including the development of civic capabilities among K-12 students. In her capacity, Dian provides comprehensive research and project management support, working to bridge academic research with practitioner communities.

Dian served as a co-editor of two recent publications: Civic Education in a Time of Democratic Crisis (The ANNALS of the American Academy of Political and Social Science) and Educating for Civic Reasoning and Discourse (National Academy of Education). Beyond her professional work, she conducts independent research examining the dynamic processes through which immigrants develop agency and belonging in a multi-ethnic, multi-cultural society as well as the institutional-level influences on their well-being. Dian holds a Bachelor of Arts in Sociology from the University of Maryland, College Park, and a Master of Public Administration from Columbia University.

Hannah Ingersoll

Hannah Ingersoll is an interdisciplinary scholar with expertise in educational policy, the sociology of education, and organizational theory. Hannah’s Ph.D. dissertation at Vanderbilt University investigates the national crisis of college financial aid and student debt, comparing the selective merit-based Hope Scholarship model with the more universal free-college model. In addition to her dissertation, Hannah is interested in K-12 education policies and practices. In her previous position at the School District of Philadelphia’s Office of Research and Evaluation, she contributed to various research initiatives to improve student outcomes and address diverse needs.

Taylor Johnson

Taylor holds a Bachelor of Science in Political Science with a minor in International Studies from Frostburg State University. She discovered a passion for the outdoors during her time there, particularly camping in the Appalachian Mountains.

Driven to develop her leadership skills further, Taylor pursued a Master of Arts degree in Organizational Leadership focusing on Developing People and Organizations at Rider University. This degree equipped her with the skills to foster a supportive and empowering environment for young professionals.

Throughout her career, Taylor has demonstrated a deep commitment to student success. She focuses on establishing comprehensive social networks and equipping students with the necessary skills to achieve their academic and personal goals. Taylor is a dedicated professional who will continue to broaden her reach and positively impact young professionals’ lives.

Micah Pate

Micah Pate serves as a Research Consultant for the National Academy of Education (NAEd). Micah is an experienced educational leader with a strong commitment to advancing inclusion and access in education. With a focus on addressing systemic disparities and fostering inclusive learning environments, Micah has led initiatives to promote research-based practices, empower educators, and engage communities in creating transformative educational experiences. Aligned with the mission of the NAEd, Micah is dedicated to bridging research and practice to ensure educational policies and programs effectively meet the diverse needs of learners. Micah holds a B.S. and M.Ed. from the University of Maryland and an Ed.D. in Educational Leadership and Administration from The George Washington University.

Gregory White

Gregory White is a sociologist who serves as the executive director of the National Academy of Education (NAEd). In this role, he is responsible for the overall administrative, programmatic, and financial stewardship of the Academy, and he supports the NAEd board and leads its staff in realizing NAEd’s mission to advance high quality research and its use in educational policy and practice. He is co-editor of the recent ANNALS of the American Academy of Political and Social Science volume, Civic Education in Time of Democratic Crisis. In addition, he currently serves as an adjunct lecturer in the department of sociology at Georgetown University. He formerly served as assistant director and program officer in the education directorate at the American Psychological Association and in various roles for community-based civic and youth development organizations. He holds a doctorate degree in sociology from the University of Maryland, a master of social work degree from Boston University, and a bachelor of science degree from Boston College.