DegreesB.A. in Psychology: Temple University
M.S.Ed. in Reading, Writing, and Literacy: University of Pennsylvania
Rachel Comly joined RFA in 2017 as a Research Analyst, was promoted to Senior Research Analyst in November 2018, and became a Research Associate in November 2019. Her research interests include early childhood education, literacy education, and policies and practices that support the social, emotional, and mental health of students and educators. Rachel currently leads an evaluation of an arts integration professional development program in Detroit Head Start classrooms and manages and leads the qualitative work for a large, multi-year, mixed-methods evaluation of the Children’s Literacy Initiative’s Blueprint for Early Literacy curriculum.
She recently led a study of early literacy practices in Philadelphia charter schools and a review of best practices in out-of-school time literacy programming. Rachel has also contributed to policy briefs on topics such as trauma-informed education and truancy prevention and intervention. Rachel received an M.S. Ed. in Reading/Writing/Literacy from the University of Pennsylvania and a B.A. in Psychology from Temple University.