Annex B. Composition of the review team
Alfonso Echazarra, a Spanish national, is an analyst in the OECD Directorate of Education and Skills where he currently works in the Programme for International Student Assessment (PISA). He graduated in Political Science and Administration from the Complutense University of Madrid and obtained a master's degree in Social Sciences from Carlos III University and a PhD in Social Statistics from the University of Manchester. In 2012 he was awarded “la Caixa” Prize in Social Sciences for his book Crime in the Neighborhoods: Perceptions and Reactions. As an OECD policy analyst, he has written, co-ordinated or collaborated on the following reports: PISA 2015 Results: Policies and Practices for Successful Schools, Ten Questions for Mathematics Teachers, How Teachers Teach and Students Learn, Low-performing students: Why They Fall Behind and How to Help Them Succeed.
Gabriela Guerrero, a Peruvian national, has a PhD in Educational Sciences from the KU Leuven in Belgium and a master’s degree in Development Studies with a major in Public Policy from the Institute of Social Studies in The Hague, The Netherlands. She has a bachelor’s degree in Educational Psychology from the Pontifical Catholic University of Peru. Currently, Gabriela is a Senior Researcher at GRADE (Grupo de Análisis para el Desarrollo) in Lima, working in the areas of education and learning; poverty and equality; and methodologies for research and evaluation of policy and programmes. Her research interests are early childhood development, educational transitions, intercultural bilingual education and school effectiveness. She is also lecturer in the Cognition, Learning and Development Master Programme housed in the Department of Psychology at the Pontifical Catholic University of Peru.
Thomas Radinger, a German citizen, is an analyst with the OECD Directorate for Education and Skills and has been working with the OECD School Resources Review since February 2015. During this time, he has co-authored the project’s first thematic report on The Funding of School Education: Connecting Resources and Learning (2017) and the country review reports for Austria, Chile, the Czech Republic, Denmark and Uruguay. Previously, Thomas contributed to the OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes and the development of the Education GPS, an online platform to disseminate OECD data and research to a broader public. Thomas earned his B.A. in History from University College London (UCL) and an M.Phil. in Education from the University of Cambridge. He co-ordinated the School Resources Review of Colombia and acted as Rapporteur for the team.
Juan Pablo Valenzuela, from Chile, is associate researcher of the Center for Advanced Research in Education (CIAE) and the Economics Department, both at the University of Chile. He received his Ph.D. in Economics from the University of Michigan-Ann Arbor. His main research areas are economics of education and social inequality. He has published extensively about quality and equity in Chilean education. Some of his most recent co-authored publications include “Evaluation and accountability in large-scale educational system in Chile and its effects on student´s performance in urban schools” in the 2nd International Handbook of Urban Education (2017), and “Structural reform and equity in Chilean schools” in the Oxford Research Encyclopedia of Education (2017). His last book, Lo aprendí en la escuela: ¿Cómo se logran procesos de mejoramiento escolar?, was published in 2014.