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Staff & Board Members

Board Members

Margaret brings a wealth of experience, relationships, and ideas to her nomination. President Emerita of Lesley University, she serves on the Massachusetts board of elementary and secondary education and recently served as chair of the National Summer Learning Association board. Margaret was president of Lesley University for 22 years and, subsequently, served as president of the Walmart Foundation, where she led $900 million in grant-making for summer learning and hunger, among other issues. Earlier in her career, Margaret held leadership posts at the US Departments of Justice and Education and at the White House.

Previously, Celina served as Vice President at the Urban Institute and as senior advisor to Mayor Michelle Wu and Chief of Equity and Inclusion. She designed Boston’s Immigrant Advancement agenda and established its first Supplier Diversity program. She previously served as northeast regional director for the National Immigration Forum and. Appointed by Gov. Maura Healey, she also serves on the state’s Advisory Council on Latino Empowerment. Barrios-Millner holds degrees from American University and the Harvard Kennedy School. 

Rahn Dorsey was Boston’s first-ever Chief of Education. Appointed by Mayor Walsh in September 2014, Dorsey worked to set a strategic agenda to improve the quality of instruction and student support across Boston’s educational ecosystem and to better integrate school, community, and work-based learning opportunities. Beginning in 2009, Rahn served at the Barr Foundation as Evaluation Director, leading development and implementation of data monitoring and evaluation frameworks for Barr’s investments. Prior to Barr, Rahn gained over 15 years of experience as a program evaluator and researcher with Moore and Associates and Abt Associates. During these years, his work spanned public policy, education, community change, and public health issues. Rahn currently serves on several Boston and New England boards and community organizations, including: The Black Philanthropy Fund, Boston After School & Beyond, Third Sector New England, Bethel A.M.E. Church, The Boston School Quality Working Group, and Project Hip Hop.

Sandhya leads a global team at the intersection of all the investment functions at Wellington Management, building shared centers of

excellence across corporate access, research services, early career investor development, knowledge management, strategic initiatives, and business management for all investors. The team also drives integration and ensures Wellington’s investment platform is flexible and adaptable to changing client needs and market conditions. In addition, Sandhya serves on a number of committees and oversight groups, including the Fund Approval and Closure Committee and the Error Resolution Council, and is the chair of the Wellington Management Foundation Advisory Board.

Prior to this role, Sandhya was associate director of Global Multi-Asset Strategies, and prior to that, she led the Client Integration Group. Before joining Wellington Management in 2006, she was a senior vice president at Brown Brothers Harriman & Co and spent two years at SunTrust Capital Markets. Sandhya earned dual BA degrees in Economics and Theatre, magna cum laude, from Middlebury College. Additionally, she holds the Chartered Financial Analyst designation and is a member of the CFA Institute and the CFA Society Boston.

Stacia has served as Vice President of External Affairs at Vertex Pharmaceuticals for the past five years. In this role, she leads Vertex’s engagement with the Boston Public Schools and community providers, particularly around STEM learning. Prior to joining Vertex, Stacia served in a variety of roles, including at the Mass Biotechnology Council and the Massachusetts House of Representatives. She is a graduate of Harvard University.

Paul Reville is the Francis Keppel Professor of Practice of Educational Policy and Administration and a member of the Senior Faculty at the Harvard University Graduate School of Education (HGSE). He has been a

member of the HGSE faculty since 1997 and has served as Director of the Education Policy and Management Program. He recently completed nearly five years of service as the Secretary of Education for the Commonwealth of Massachusetts. As Governor Patrick’s top education advisor and spokesman, Paul established the Executive Office of Education and had oversight of higher education, K-12, and early childhood education. He served on all four of the state’s education governing boards and in the Governor’s Cabinet and played a lead in the administration’s efforts on education reform matters ranging from the Achievement Gap Act of 2010 and Common Core State Standards to the Commonwealth’s highly successful Race to the Top proposal. Prior to joining the Patrick Administration, Paul had chaired the Massachusetts State Board of Education, founded the Rennie Center for Education Research and Policy, co-founded the Massachusetts Business Alliance for Education (MBAE), chaired the Massachusetts Reform Review Commission, chaired the Massachusetts Commission on Time and Learning, and served as executive director of the Pew Forum on Standards-Based Reform.

Paul played a central role in MBAE’s development of and advocacy for Massachusetts historic “Education Reform Act of 1993,” the Commonwealth’s landmark initiative to establish standards and accountability. He also founded the Alliance for Education, a local education foundation which was part of the Public Education Network, a national association on whose board he served for many years.

Paul has published a wide range of articles on educational improvement and edited A Decade of Urban School Reform: Persistence and Progress in the Boston Public Schools. He is a graduate of Colorado College and holds a master’s degree from Stanford University and five honorary doctorates.

In June 2022, the Boston School Committee selected Mary Skipper to serve as the Superintendent of Boston Public Schools (BPS). She previously served as the Superintendent of Somerville Public Schools. Before going to Somerville, Superintendent Skipper was a Network Superintendent of High Schools for BPS, where she oversaw 34 high schools serving approximately 19,500 students. During her time as Network Superintendent, Boston’s high schools’ annual dropout rate consistently decreased from 7.9% (prior to her tenure) in SY11-12 to 4.5% by SY14-15. At the same time, the graduation rate consistently increased from a rate

of 65.9% in 2012 to 70.7% by the end of 2015. Among her most notable accomplishments, Superintendent Skipper helped launch TechBoston Academy (TBA) as the founding school leader in 2002. Under her leadership, TBA grew from a 9-12 high school serving 75 students, to a 6-12 school with a staff of more than 100 serving a diverse student population of more than 1,000.

Superintendent Skipper holds a BA in English and Latin, along with an MA in Classics, from Tufts University. She earned a Master’s in Education Policy from Harvard and a Master’s in Education Leadership from Columbia Teachers College.

Rie Sugihara oversees the Drew Company’s global services across its real estate portfolio and World Trade Center operations in Boston, Washington, D.C., and Dublin. With over 25 years at the firm, she manages strategic partnerships, drives B2B marketing, and has directed over 300 annual corporate events alongside major rebranding initiatives. Notably, she led software development for the WebPort Global trade platform and spearheaded the company's DEI and philanthropic efforts.

Sugihara serves on the boards of the Greater Boston Chamber of Commerce and NAIOP Massachusetts. She holds dual degrees from Boston University and speaks four languages.

Staff Members

csmith@bostonbeyond.org | 617.531.9134

Over the past two decades, Chris has created, scaled, and led cross-sector partnerships in education and workforce development. Under his leadership, Boston After School & Beyond has developed a nationally recognized model of summer learning that improves student outcomes, built a citywide program performance measurement system, and cultivated a network of more than 300 programs serving more than 20,000 students. Previously Chris worked at the Boston Private Industry Council, where he collaborated with business leaders to boost high school graduation rates by integrating work and learning; with universities on Boston’s first-ever study of the college graduation rates of Boston Public Schools students; and with legislative leaders to address the dropout rate in Massachusetts. Chris began his career at the US Department of Education in Washington, DC, where he coordinated partnerships for the Secretary of Education. A native of Worcester, MA, Chris earned a BA in American Studies from Trinity College in Hartford, CT, and an MBA from Babson College in Wellesley, MA.

Publications:

  1. Make Summer Learning a Public Priority (CommonWealth magazine)
  2. What Does It Take to Bring Good Ideas to Scale? (Barr Foundation blog)
  3. Achieving, Connecting, Thriving: Afterschool and Summer Learning in Collaboration with Schools (with Dr. Carol Johnson for Expanding Minds and Opportunities)

nallis@bostonbeyond.org | 617.531.5664

Nick joined Boston After School & Beyond’s Measurement and Improvement team in 2020 as the Data Architect, managing the interaction between data systems and how data is reported in the online PRISM tool. Nick came to Boston Beyond from Audit Analytics, where he served as a Senior Software Engineer for a company that delivers corporate audit data to accounting firms and business researchers. Previously, he worked as a Software Engineer for Dun & Bradstreet on a development team building and supporting the data warehouse that supplies data to the D&B Hoovers product. Before working in the private sector, Nick worked as a data developer at the Harvard Medical School and for Brown University’s Office of Advancement. Nick has a BS in Computer Science from Franklin Pierce University in Ringe, NH, and is originally from western Massachusetts.

wcardwell@bostonbeyond.org | 617.531.9732

Wil Cardwell joined Boston After School & Beyond in 2018 as the Director of Summer Learning. In this role, he oversees a citywide effort, in collaboration with Boston Public Schools and local community-based agencies, to leverage summer as a time to close student achievement and opportunity gaps. Wil began his career as an AmeriCorps VISTA with Read to a Child (formerly Everybody Wins! Metro Boston), a mentoring and literacy focused nonprofit that provides in-school reading mentors to elementary school students throughout Greater Boston. He served a second year of AmeriCorps at Miami University. There, he managed student volunteer groups and community partnerships and taught two urban education courses. His devotion to education and youth mentoring brought him back to Read to A Child, where he served as a Program Manager, and then to Freedom House, where he served as the PUSH High School Program Manager, helping to build and develop in-school and summer college counseling programs. Wil received a BA in Psychology from Miami University and a Master’s degree with a Certificate of Advanced Studies in Counseling, Prevention Science, and Practice from the Harvard Graduate School of Education. He also holds a Massachusetts license in School Counseling (Grades 5 – 12).

rgreen@bostonbeyond.org | 617.531.5658

Riley joined Boston After School & Beyond in 2022 as a Northeastern graduate student co-op and joined the team in full-time as Grant Administration and Finance Manager in January 2023. In this role, Riley manages all accounting and bookkeeping processes for the organization as well as the administration and payment of grant awards to partners. She focuses on supporting the organization’s growth by streamlining accounting and finance-related processes and developing a long-term financial strategy for the organization. Riley is currently a graduate student at Northeastern University in the Master of Public Administration program. Prior to her time at Northeastern, she spent three years working in corporate finance consulting at Berkeley Research Group. She received a Bachelor’s in Finance from UMass Amherst.

lghui@bostonbeyond.org | 617.531.5671

Lisa Gomi Hui joined Boston After School & Beyond in 2017 as the Director of Measurement and Improvement and was promoted to

Managing Director in 2022. In this role, she oversees the collection and analysis of data to inform, design, and deliver professional development for continuous improvement. Prior to joining Boston Beyond, Lisa worked as a Data Analyst for RGV FOCUS, a collective impact initiative of Educate Texas and the Communities Foundation of Texas that focused on increasing college readiness, access, and success in the Rio Grande Valley region of Texas. There, she analyzed regional educational data to spur a greater strategic focus on college readiness. Lisa has also worked as a Senior Student Recruitment and Enrollment Manager for IDEA Public Schools and as an Economics Reporter for The Yomiuri Shimbun, Japan’s largest daily newspaper. She earned a Master of Public Policy from Harvard Kennedy School and a BA in International Relations and Economics from Brown University.

aleza@bostonbeyond.org | 617.531.5666

As the first Boston After School & Beyond Director of Operations, Alejandro will help shape the organization’s next phase of growth and impact by building its capacity to deepen and expand partnerships in Boston and beyond. Most recently, Alejandro served as the National Director of the Corporate Work Study Program at the Cristo Rey Network, where he held overall responsibility for the management and strategic vision of 38 local program sites across 25 states that combine career and technical education with professional work experience for students from communities underrepresented in higher education. In this role, he developed systems to help schools provide consistent support for nearly 13,000 students and over 3,000 employer partners. Before Cristo Rey, Alejandro was the Program Director of the Chicago Anchors for a Strong Economy initiative at World Business Chicago, which supported universities and health systems in their efforts to diversify and localize their supplier and talent ecosystems. He was also a Market Manager for Schneider Transportation, where he led market reentry efforts in Mexico and managed brokerage services in the U.S. Southeast. Previously, Alejandro served as a Commissioned Officer in the United States Navy, where he managed operations, maintenance, fleet readiness and compliance activities out of Mayport, Florida.

amohamed@bostonbeyond.org | (617) 531-5669

As a Measurement and Improvement Coordinator, Abdinoor supports Boston After School & Beyond’s data-related operations across its partner organizations. He also oversees Boston Beyond’s skill badging initiatives. Previously, Abdinoor engaged his passion for youth development at Covenant House Pennsylvania, where he provided an array of services for young people experiencing homelessness. Abdinoor has an extensive

background working with refugees, immigrants, and asylum seekers, and advocating and promoting self-sufficiency through employment, education, and social support. Abdinoor holds a BA in International Studies from Cazenovia College in Upstate New York.

pschleckman@bostonbeyond.org | (617) 531-0834

As a Measurement and Improvement Coordinator, Peter supports Boston After School & Beyond’s data-related operations across its partner organizations. He also oversees Boston Beyond’s Certified Observer Network. Before joining Boston Beyond, Peter worked with After School Matters in Chicago as a Research & Evaluation Specialist, and also has experience running an after school program focused on test prep and college/career exposure. He holds a Master’s in Public Policy from the University of Chicago’s Harris School and a BA in Economics and Media Studies from the University of Virginia.

About Us

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Achieve

How do you achieve tasks or goals?

The Achieve skills are Critical Thinking, Creativity, and Perseverance.

These skills help young people process information, assess situations and potential outcomes, and connect actions to future goals. When young people Achieve, they engage in disciplined thinking that is rational, open-minded, and informed by evidence; consider consequences and alternatives; and evaluate information to reach a conclusion. They demonstrate imagination and originality, and stay focused on their goals despite obstacles or distractions.

The Achieve skills are most closely associated with academic outcomes, including college and career readiness. Critical thinking is one of the most crucial competencies for job preparedness (American Management Association, 2012; Kress et al., 2005). Creativity is important for classroom engagement, which in turn can impact academic achievement (Boxx et al., 2013), and is also a crucial skill for the workforce (Hadani & Jaeger, 2015). Perseverance is associated with academic success, including higher educational attainment and higher course grades (Farrington et al., 2012; Duckworth et al., 2007; Vandell et al., 2007).

Achieve

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Critical Thinking

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Critical thinking is conceptualizing, applying, analyzing, synthesizing, and evaluating information to reach an answer or conclusion. Critical thinking involves disciplined thinking that is clear, rational, open-minded, and informed by evidence.

Research shows that critical thinking is linked to college and career readiness. Young people with strong critical thinking skills analyze relationships between ideas, consider perspectives other than their own, explore multiple solutions to problems, and use evidence to support their conclusions.

Case Studies

  • Case Study: Inquilinos Boricuas en Accion (2nd through 3rd grade)
  • Case Study: Harlem Lacrosse (6th through 8th grade)
  • Case Study: Brigham & Women’s Project TEACH (10th grade)

Achieve

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Creativity

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Creativity is exhibiting originality, imagination, inventiveness, or ingenuity.

Research shows that creativity is important for classroom engagement, academic achievement, and workforce preparedness. Young people with strong creativity skills will generate multiple solutions to a problem, show originality, ask questions, and demonstrate curiosity.

Case Studies

  • Case Study: Boston Scores (K through 8th grade)
  • Case Study: Latino STEM Alliance (6th through 8th grade)
  • Case Study: Freedom House (9th through 12th grade)

Achieve

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Perseverance

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Perseverance is focusing on a long-term goal despite challenges, consistently performing required or important tasks and demonstrating initiative in spite of obstacles or distractions.

Research shows that perseverance is important for academic success, including educational attainment and school grades. Young people with strong perseverance skills will set goals, persist in completing a task even when challenges arise, connect a current task to future goals, and try again when they fail at doing something.

Case Studies

  • Case Study: Kenny Cats & Clubs (K1 through 5th grade)
  • Case Study: Thompson Island (6th through 8th grade)
  • Case Study: Boston University Upward Bound (9th through 12th grade)

Connect

How do you connect to others?

The Connect skills are Social Awareness & Relationships, Communication, and Teamwork.

These skills help young people make contributions to their community, and develop healthy, supportive relationships with peers and adults, including those from diverse backgrounds and cultures. When young people Connect, they work constructively and cooperatively with others, empathizing with and taking the perspective of peers, advocating for their views respectfully, understanding social and ethical norms for behavior, and sharing ideas clearly and compellingly.

Not only are Connect skills useful for a young person’s ability to interact with others, but these skills have also been shown to influence academic success and engagement in the classroom (Pierce et al., 2010; Caprara et al., 2000; Furrer & Skinner 2003). Teamwork and communication are considered two of the most important skills by employers (American Management Association, 2012). Relationship-building is an important aspect of achievement in school for all ages (Birch & Ladd, 1997; Arbreton et al., 2009).

Connect

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Social Awareness & Relationships

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Social awareness and relationships involves empathizing with and taking the perspective of others; understanding social and ethical norms for behavior; and cultivating positive, supportive connections with friends, classmates, and adults.

Research shows that social awareness and relationships are important for academic achievement and engagement in the classroom at all age levels. Young people with strong social awareness and relationship skills will show respect and consideration for their peers, form friendships with peers, share interests and ideas with adults, and demonstrate disagreement or ask questions in a respectful manner.

Case Studies

  • Case Study: Playworks New England (K through 5th grade)
  • Case Study: Trinity Boston Foundation (6th through 8th grade)
  • Case Study: Boston Student Advisory Council (9th through 12th grade)

Connect

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Communication

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Communication is making clear and compelling oral presentations, sharing ideas, clarifying information as needed, and adapting communication styles to meet audience needs.

Communication is important for interacting with others and conveying one’s thoughts and feelings, but communication skills are also important for career preparedness. Young people with strong communication skills will share ideas or information with others effectively, ask and answer questions, listen actively, and be able to summarize key points.

Case Studies

  • Case Study: Tierney Boys & Girls Club (1st through 6th grade)
  • Case Study: Mass Audubon @ Boston Nature Center (K through 8th grade)
  • Case Study: Camp Harbor View (9th through 12th grade)

Connect

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Teamwork

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Teamwork is the ability to work constructively and cooperatively with others.

Research shows that teamwork is linked to improved academic achievement and improved self-efficacy. Young people with strong teamwork skills compromise during disagreements, listen to different points of view, and know how to give and receive feedback.

Case Studies

  • Case Study: St. Stephen’s B-READY LEARN (1st through 5th grade)
  • Case Study: Community Rowing (6th through 12th grade)
  • Case Study: Crossroads – Camp Lapham (8th through 12th grade)

Thrive

How do you help yourself thrive?

The Thrive skills are Growth Mindset, Efficacy, and Self-Regulation.

These skills help young people recognize and manage their emotions, anticipate the impact of their behaviors on others, and take ownership over their actions. When young people Thrive, they believe that their abilities can grow with effort; have confidence in their ability to accomplish an outcome or goal; and are able to manage their emotions, thoughts and behaviors as appropriate to different situations. This first requires an awareness of self – the recognition of their emotions, thoughts, motivations, strengths and weaknesses.

Research demonstrates that the Thrive skills can impact a variety of behavioral outcomes, including health, safety, and good habits (Roeser et al,. 2002; de Riddler et al., 2012; Moffitt et al., 2011; Galla & Duckworth, 2015). Growth mindset has been shown to improve achievement test scores in mathematics (Dweck, 2006; OECD, 2015). Self-efficacy influences school grades and classroom engagement (Bandura et al., 1996). Self-regulation influences academic achievement, including test scores and grades (Duckworth & Seligman, 2005).

Thrive

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Growth Mindset

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Having a growth mindset is believing that talent and intelligence can be developed and improved through continued learning, practice, and effort.

Research shows that a growth mindset is associated with academic success. Young people with a growth mindset will understand that mastery comes through effort, embrace feedback and constructive criticism, and seek to learn from their experiences.

Case Studies

  • Case Study: Steppingstone Foundation College Success Academy (5th through 7th grade)
  • Case Study: Achieve (6th through 8th grade)
  • Case Study: HMS MEDscience (9th through 12th grade)

Thrive

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Self Efficacy

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Self-efficacy involves believing in one’s ability to succeed in specific situations or accomplish a task; is often task or situation dependent.

Research shows that self-efficacy influences school grades and classroom engagement. Young people with high self-efficacy will show confidence in their own abilities, know they are in control of their own behavior, and be open to risks and challenges.

Case Studies

  • Case Study: Sportsmen’s Tennis and Enrichment Center (1st through 5th grade)
  • Case Study: Community Boat Building (6th through 8th grade)
  • Case Study: Urban Improv – Youth Unscripted (9th through 12th grade)

Thrive

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Self Regulation

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Self-regulation is managing one’s emotions, thoughts, and behaviors effectively in different situations.

Research shows that self-regulation influences academic achievement, including test scores and grades. Young people with strong self-regulation skills will reflect, plan, and think ahead; consider the impact and consequences of their behaviors; gain control or adjust their behavior as necessary; manage stress and delay gratification; and work well independently, focusing on tasks.

Case Studies

  • Case Study: NNC CDF Freedom Schools (1st through 5th grade)
  • Case Study: UMass Boston – TAG Alerta (6th through 8th grade)
  • Case Study: UMass Boston Urban Scholars (9th through 12th grade)

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Achieve

Critical Thinking

Download Presentation

Critical thinking is conceptualizing, applying, analyzing, synthesizing, and evaluating information to reach an answer or conclusion. Critical thinking involves disciplined thinking that is clear, rational, open-minded, and informed by evidence.

Research shows that critical thinking is linked to college and career readiness. Young people with strong critical thinking skills analyze relationships between ideas, consider perspectives other than their own, explore multiple solutions to problems, and use evidence to support their conclusions.

Case Studies

  • Case Study: Inquilinos Boricuas en Accion (2nd through 3rd grade)
  • Case Study: Harlem Lacrosse (6th through 8th grade)
  • Case Study: Brigham & Women’s Project TEACH (10th grade)

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