Kirk Walters

Overview

Kirk Walters, PhD, Vice President of WestEd’s Center for Teaching and Learning, advances evidence for instructional innovations across the pre-K–20 spectrum. He has 3 decades of experience in and a strong national reputation for designing, implementing, and evaluating cutting-edge approaches to mathematics teaching and learning. This work has been funded by federal, state, and local government agencies, philanthropic organizations, and instructional product developers. Walters currently has several field studies focused on understanding the implementation and impact of high-quality instructional materials at the elementary and secondary levels. He is also wrapping up a study of a novel statistics course designed to support students who enter community college underprepared in mathematics.

In his role as Center Vice President, Walters leads a team of almost 200 experts in teaching and learning whose work spans subjects, modes of delivery, and target populations. He works closely with leadership from the Center’s three practice areas (mathematics, science, and engineering; technology and learning sciences; and language and literacy) to identify, secure, and deliver quality work within and across these practice areas with the ultimate goal of amplifying the Center’s impact for clients and the field.

Prior to joining WestEd, Walters was a middle and high school math teacher for nearly a decade in urban public schools in the greater Los Angeles and Washington, DC, areas. This experience continues to inform his work and commitment to strengthening the connections between practice and research. He believes all classrooms can and should be laboratories that promote continuous improvement, curiosity, deep understanding, perspective taking, and joy.

Education

• PhD in social foundations of education, University of Maryland 
• MA in curriculum and instruction, Chapman University 
• BSE in social studies education (minor in mathematics), John Brown University

Select Publications

Witherspoon, E. B., Pardo, M., Walters, K., Garrett, R., Hilbert, M., Ford, J., Hsin, L. B., Rodgers, M. A., Garcia Piriz, D., Burr, L., & Thornley, L. (2024). Teacher use of an online platform to support independent practice in middle school mathematics during COVID-19 disruptions. AERA Open, 10. https://doi.org/10.1177/23328584241230054 

Smith, T. M., Walters, K., Griffin, M., Jones, W., Len non, V., & Sanders, Z. (2023). The better math teaching network: Lessons learned from a 5-Year Instructionally Focused NIC. Nellie Mae Educational Foundation. 

Perry, R., Takahashi, S., Walters, K., & Knotts, A. (2022). Building and using a practical measures repository to help mathematics educators center equity discussions and take action [Paper presentation]. The National Council of Supervisors of Mathematics Annual Conference, Anaheim, CA, United States. 

Walters, K., Garrett, R., Garcia-Piriz, D., Burr, L., Ford, J., Hibbert, M., Pardo, M., Rodgers, M., Thornley, L., & Witherspoon, E. (2022). An effectiveness study interrupted: Understanding the impacts of ASSISTments during the COVID-19 pandemic [Paper presentation]. The Association for Education Finance and Policy Annual Meeting, Denver, CO, United States. 

Walters, K., Knotts, A., Takahashi, S., & Perry, R. (2022). Practical measures to promote equitable middle grades math instruction [Accepted presentation]. The National Council of Teachers of Mathematics Annual Conference, Los Angeles, CA, United States. 

Williams, R., Citkowicz, D. I., Miller, Lindsay, J., & Walters, K. (2022). Heterogeneity in mathematics intervention effects: Evidence from a meta-analysis of 191 randomized experiments. Journal of Research on Educational Effectiveness.  

Smith, T. M., Walters, K., Griffin, M., Sanders, & Lennon, V. (2020). The better math teaching network: Lessons learned from the second year. Nellie Mae Educational Foundation. 

Walters, K., Smith, T. M., Griffin, M., Sanders, & Lennon, V. (2020). The better math teaching network: Lessons learned from the third year. Nellie Mae Educational Foundation. 

Rickles, J., Heppen, J. B., Allensworth, E., Sorensen, N., & Walters, K. (2018). Online credit recovery and the path to on-time high school graduation. Educational Researcher, 47(8), 481–491. 

Walters, K., & Knudson, J. (2018). Improving algebra achievement systemically: Lessons learned from three districts. Office of Elementary and Secondary Education, High School Graduation Initiative, U.S. Department of Education. 

Heppen, J. B., Sorensen, N., Allensworth, E., Walters, K., Rickles, J., Stachel, S., & Michelman, V. (2017). The struggle to pass algebra: Online vs. face-to-face credit recovery for at-risk urban students. Journal of Research on Educational Effectiveness, 10(2), 272–296. 

Rickles, J., Williams, R., Meakin, J., Lee, D., & Walters, K. (2017). The effect of TenMarks Math on student achievement. American Institutes for Research.  

Walters, K., Heppen, J., Taylor, S., Sorensen, N., Rickles, J., & Clements, P. (2017). Getting back on track: What math content is taught and learned in online and face-to-face algebra credit recovery courses? American Institutes for Research. 

Walters, K., Smith, T. M., Kristapovich, P., & Gaetano, J. (2017). The better math teaching network: Lessons learned from the first year. Nellie Mae Educational Foundation. 

Garet, M. S., Heppen, J. B., Walters, K., Parkinson, J., Smith, T. M., Song, M., Garrett, R., Yang, R., & Borman, G. D. (2016). Focusing on mathematical knowledge: The impact of content-intensive teacher professional development (NCEE 2016-4010). National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.  

Heppen, J. B., Clements, P., & Walters, K. (2015). Turning to online courses to expand access: A rigorous study of the impact of online Algebra I for eighth graders. In J. Middleton, J. Cai, & S. Hwang (Eds.), Large-scale studies in mathematics education. Springer Publishers.  

Walters, K., Smith, T. M., Leinwand, S., Surr, W., Stein, A., & Bailey, P. (2014). An up close look at student-centered math teaching: A study of highly regarded high school teachers and their students. Nellie Mae Educational Foundation. 

Walters, K., & Sorensen, N. (2013). Can at-risk students get back on track? Results from a rigorous study of online and f2f Algebra: Implementation challenges and results [Paper presentation]. Spring Meeting of the Society for Research on Educational Effectiveness, Washington, DC, United States. 

Heppen, J. B., Walters, K., Clements, M., Faria, A., Tobey, C., Sorensen, N., & Culp, K. (2012). Access to Algebra I: The effects of online mathematics for grade 8 students (NCEE 2012–4021). National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.  

Garet, M., Wayne, A., Stancavage, F., Taylor, J., Eaton, M., Walters, K., Song, M., Brown, S., Hurlburt, S., Zhu, P., Sepanik, S., & Doolittle, F. (2011). Middle school mathematics professional development impact study: Findings after the second year of implementation (NCEE 2011-4024). National Center for Education Evaluation, Institute of Education Sciences, U.S. Department of Education.

Honors, Awards, and Affiliations

Reviewer, STEM Education Panel, U.S. Department of Education, Institute of Education Sciences

Reviewer, CAREER Panel, National Science Foundation

Expert Panelist, ReSolve Study, U.S. Department of Education

Research Advisory Council Member, Research Partnership for Professional Learning, Annenberg Institute for School Reform at Brown University

Expert Contributor, EF+ Math Program, Advanced Education Research & Development Program

Recent Media Appearances

Randomized Controlled Trials Remain the Gold Standard for Ed Tech Research, The 74, February 10, 2025

New efficacy study finds Desmos Math 6–8 significantly improves student learning outcomes in middle grades, Amplify, March 24, 2023

Portland-area schools deploy extra efforts as test results peg Oregon’s academic slide as among worst in nation, Oregonian, February 22, 2023

Connecting Sport and Community, Fresh Perspectives, April 26, 2021

Fayetteville teacher taking part in statewide mathematics initiative, Fayette Tribune, February, 27 2020