CAREI Profile


Robert Vagi

CAREI Associate

Ph.D., 2017, Education Policy Analysis and Evaluation, Emphasis in Quantitative Research Methods, Arizona State University

M.M.E., 2011, Music Education, Arizona State University

B.M.E., 2007, Music Education, Indiana University

I joined CAREI as a research associate in the spring of 2018. Prior to joining CAREI, I was as a senior
policy analyst at the Morrison Institute for Public Policy in Phoenix, AZ where I provided research and
evaluation services for foundations, state agencies, and non-profits. Additionally, I have extensive
experience working with schools and school districts as a research consultant. My work has been
featured in several academic and media outlets including PBS’s Horizon, The Arizona Republic and the
Brookings Institution’s Brown Center Chalkboard.
My work is motivated by a desire to improve systems, particularly those serving children. Prior to
earning my Ph.D. in Educational Policy and Evaluation at Arizona State University in 2017, I was a public
school teacher in Phoenix, Arizona for six years. As a result, I am especially interested in helping
education stakeholders improve services for children.
I have worked on projects spanning a variety of topics including teacher retention, teacher preparation,
early childhood literacy, and school finance. Most recently, I completed an evaluation of an intensive,
multi-year effort to increase college attendance and completion among Latino students in rural Arizona.
Additionally, I am the author of the 2018 Minority Student Progress Report published by the Arizona
Minority Education Policy Analysis Center.

Selected Publications

  1. Vagi, R., Ross, L., & Somani, Z. (2018). 2018 Arizona Minority Student Progress Report, Phoenix, AZ: Arizona Minority Education Policy Analysis Center.
    Vagi, R., & Pivovarova, M., & Barnard, W. (2017). Keeping our best? A survival analysis examining preservice teacher quality and teacher attrition. Journal of Teacher Education, 1-13.
    Vagi, R., Collins, C., & Clark, T. (2017). Identifying scalable policy solutions: An exploratory analysis of school, district, and health factors associated with childhood literacy using cross-classified multilevel models. Education Policy Analysis Archives, 25(9), 2-22.
    Garcia, D., Aportela, A., Vagi, R., & Gaias, L. (2016). The state of Latino Arizona: Sparking a community conversation about school funding. Phoenix, AZ: Arizona Community Foundation.

Selected Presentations

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