Dana Center Role
Lindsay works to advance internal processes and structures to maximize effectiveness in cross-team work. She leads efforts at the Dana Center to increase coherence of cross-team, strategic support for external stakeholders as they improve mathematics alignment across secondary and postsecondary sectors. Lindsay executes policy and strategy work to support state and regional efforts to align K–12 and higher education mathematics while preserving the integrity of the Dana Center Mathematics Pathways model and empowering state, system, institution, district, and policy leaders to own and execute their vision.
Additionally, Lindsay analyzes current trends in mathematics education and develops resources for policymakers and education leaders that leverage the trends in a way that expands equity and access to a high-quality education for all students. She also researches and writes policy briefs to communicate researched-based recommendations to external leaders and partners.
BEFORE JOINING THE DANA CENTER
Lindsay taught social studies for seven years in high schools and middle schools in New York City and in Austin to majority low-income student populations. During her four years of teaching 9th grade at Akins High School in Austin, she also served as an academy coordinator, leading student intervention and career pathway work for the 450 students in her academy. At the LBJ School of Public Affairs at UT-Austin, Lindsay researched the middle-school-to-high-school transition and worked with Educate Texas, Texas State Representative Donna Howard, the Council of Chief State School Officers, and Breakthrough Austin.
M.P.Aff., Lyndon B. Johnson School of Public Affairs, The University of Texas at Austin
B.A., Political Science, Middlebury College
Fitzpatrick, L. P., & Sovde, D. (2017). The case for mathematics pathways from the launch years in high school through postsecondary education. Austin, TX: The Charles A. Dana Center at The University of Texas at Austin.
Fitzpatrick, L. P., & Sovde, D. (2018). Defining content in a transition to college mathematics transition to college mathematics course at the state or regional level. Austin, TX: The Charles A. Dana Center at The University of Texas at Austin.
Fitzpatrick, L. P., & Sovde, D. (2018). K-12 and Higher Education and Postsecondary Collaboration to Improve Mathematics Course Alignment: Recommended Process and Case Studies. Austin, TX: The Charles A. Dana Center at The University of Texas at Austin.