Constance Clark is a qualitative research manager at the Joseph C. Cornwall Center for Metropolitan Studies. She received her PhD in Politics and Education from Teachers College, Columbia University. Her dissertation, Race and the Politics of Access to Advanced Coursework in North Carolina: A Case Study, examines how the politics of race and tracking influence the policy process. Constance’s research and community policy work aims to deepen the discourse around race, access, and inclusion in education, particularly through her leadership role in the American Educational Research Association’s Tracking and Detracking Special Interest Group.
Constance brings extensive experience in educational research and policy translation, having worked with nonprofit organizations in Tennessee, North Carolina, New York, and Washington, D.C. Her work has focused on bridging research, policy, and practice to engage diverse stakeholders in addressing systemic inequities in education through collective impact initiatives and qualitative research methods.
Constance holds a B.A. in Public Policy from The College of William and Mary and an M.A. in Government from the University of Texas at Austin. Outside of her professional endeavors, Constance is excited to explore New Jersey with her dog, Hazel, and is a passionate teacher and practitioner of hot yoga.