AI and English Learners: What Teachers Need to Know

Christopher Doss (he/him/his) is a Policy Researcher and economist of education at the RAND Corporation who specializes in fielding causal and descriptive studies in education. He is broadly interested in understanding policies and interventions that improve student and teacher outcomes. Much of his research focuses on educational technologies, early childhood education, STEM education, teacher and school leader training, and combinations of those topics. He is currently leading or co-leading several randomized controlled trial evaluations of educational technology interventions. Prior to entering research, Christopher was a high school physics teacher and school leader. His experiences in schools provide a unique perspective that continues to inform his current work. He received his Ph.D. in economics of education from Stanford University.

A native Californian, Xilonin Cruz-Gonzalez is very proud to be both a fifth-generation Azusa, CA resident and the daughter of a Mexican immigrant. Understanding the similarities and differences between the life experiences of her parents in California schools has driven her passion to be an advocate for all students in California public schools, but especially English learners. Aligned with this passion, she has served on the Azusa USD Board of Education since 2001 and has served on the boards of several statewide and national non-profits. She works to provide tools and resources to educators to foster a safe and inclusive learning environment for immigrant and refugee students. You can find her project Support for Immigrant and Refugee Students here.