The author of a number of academic publications and presentations, Dr. Bayinaah Jones has held a variety of teaching, institutional research, and administrative positions across the US. Dr. Bayinaah Jones most recently served as executive director of research and institutional effectiveness with the San Jose Evergreen Community College District (SJECCD).
Working to combine elements of education such as retention, matriculation, and accountability, Dr. Jones developed a curriculum framework that enhanced learning outcomes. Her achievements include assisting in updating the evaluation rubric used by administration to include cultural competency. Concurrent with this role, she served as interim dean of language arts for San Jose City College, while her initial position with SJECCD was as director of institutional research.
With professional interests such as critical race theory, student equity, and school and community alliances, Dr. Bayinaah Jones’ doctoral dissertation at the University of North Carolina, Chapel Hill, was on a landmark East Palo Alto class-action desegregation lawsuit whose findings showed that a lack of targeted support, mentoring, and academic tutoring led underserved Latinx and African American students to underperform academically, regardless of their environment.
Working to combine elements of education such as retention, matriculation, and accountability, Dr. Jones developed a curriculum framework that enhanced learning outcomes. Her achievements include assisting in updating the evaluation rubric used by administration to include cultural competency. Concurrent with this role, she served as interim dean of language arts for San Jose City College, while her initial position with SJECCD was as director of institutional research.
With professional interests such as critical race theory, student equity, and school and community alliances, Dr. Bayinaah Jones’ doctoral dissertation at the University of North Carolina, Chapel Hill, was on a landmark East Palo Alto class-action desegregation lawsuit whose findings showed that a lack of targeted support, mentoring, and academic tutoring led underserved Latinx and African American students to underperform academically, regardless of their environment.
