My career bridges education, economics and engineering, with a focus on the rigorous evaluation of educational policies and programmes. I hold a degree in Industrial Engineering and a Master's in Industrial Engineering from Pontificia Universidad Católica de Chile, a Master's in Education Policy from Columbia University, and a PhD in Education from Durham University.

My research centres on the evaluation of education policy and the generation of evidence in education, with a particular interest in equity and inequality within the school system, school-based interventions, and the use of mixed methods to support evidence-informed policymaking.

Professionally, I founded and led Impacta for ten years, a consultancy specialised in social impact evaluation, and previously served as an adviser to the Chilean Ministry of Education. I currently sit on the board of Fundación Volando en V, which works on positive school climate, and teach postgraduate courses on education policy at Universidad de los Andes.

My research interests lie at the intersection of education policy and the generation of rigorous evidence to inform public decision-making.My research interests lie at the intersection of education policy and the generation of rigorous evidence to inform public decision-making. I am particularly interested in understanding which educational interventions work, for which students, in which contexts and under which implementation conditions, avoiding both naïve optimism and unproductive scepticism towards school policies.

A first strand of my work is the evaluation of education policies and programmes through causal and quasi-experimental methods, as well as the systematic synthesis of evidence. This line is reflected in my research on growth mindset interventions, the evaluation of the Opportunity Areas Programme in England, and the evaluation of school-based programmes such as Code Club.

A second strand concerns equity and inequality in the school system. Here I am interested in the educational trajectories of students in vulnerable situations, in diversity, and in the gaps that emerge along the way. This interest connects with my work on the disproportionality of ethnic minority teachers in England and with my publications on exclusion and equity in standardised testing.
Looking ahead, I hope to deepen comparative research in Latin America, particularly around impact evaluation and the design of education policies that respond to contexts of growing social, cultural and migratory diversity.

My university teaching experience has developed across institutions in Chile and the United Kingdom, with a progressive focus on education policy, evidence-based evaluation, and quantitative methods applied to social problems.

I currently teach postgraduate courses in education policy at Universidad de los Andes, where I train professionals in the critical analysis of evidence, the design of evaluations, and the development of education policy grounded in rigorous research.

Between 2023 and 2025 I co-taught the modules Evidence and Education Policy and Education Policy and Evaluation at Durham University, working with students from diverse international backgrounds on the critical reading of causal evidence and its application to real public-policy decisions. This experience strengthened my conviction in case-based teaching, grounded in primary empirical evidence and in a continuous dialogue between theory and implementation.