My path to the Data School began with a love for math. In college, I was drawn to subjects like Calculus, Logic, Set Theory, and Statistics. But I ultimately chose to major in Anthropology and minor in Psychology—fields that helped me explore how people think, behave, and interact with the world.
That curiosity led me to teaching. I spent five years as a middle school math teacher in the South Bronx, using my math background to engage students in a fast-paced, high-energy environment. Teaching was rewarding, and I’ll always value the experience of helping others grow.
It was in the classroom where I first encountered data as a tool for insight. Like many teachers, I was encouraged to use 'data-informed instruction.' I began tracking everything, including participation, assessments, and progress, by building spreadsheets and basic charts in Google Sheets and Excel. Over time, I also started exploring school and district-level data, partly to understand my own performance and partly out of growing curiosity.
That curiosity turned into a passion. Over time, I realized I was more excited about analyzing data than I was about teaching. I decided to pivot. I took online courses, worked on personal projects, and learned tools like SQL, Python, and Tableau—fitting it all in around a busy teaching schedule.
Breaking into data wasn’t easy. Job applications often required more experience than I had. But I relied on what had always driven me: curiosity, persistence, and a deep desire to learn.
That’s when I discovered The Information Lab and the Data School. Unlike other roles, they weren’t just looking for experience—they were looking for passion and potential. I knew I’d found the right place to grow.