Marco Chacón
He/Him/His
- Profile
- Education
- Research
- Fellowships/Grants/ Awards
Profile
Marco Chacón is a Ph.D student in Education Studies at UC San Diego. Prior to beginning his doctoral work, he taught for 10 years in New York, Chicago and Kansas City, including high school and middle school social studies and Spanish, and self-contained elementary classes. He earned an M.S. in elementary teaching from Northwestern University and B.A. in psychology from Washington University in St. Louis, where he also conducted learning and memory-related research. Most recently he served as a data analyst for Los Angeles Unified School District’s Strategic Data & Evaluation Branch, co-authoring mixed-methods examinations of Cohort I Community Schools and Student Equity Needs Index (SENI) spending. Current research seeks to build understanding of instructional models that promote deep learning, equity and well-being, and the finance and policy contexts that influence their feasibility.
Education
University of California, San Diego
PhD: Education Studies, Anticipated: 2026
Northwestern University
M.S.: Elementary Teaching, 2010
Washington University in St. Louis
B.A.: Psychology, 2008
Research
Chacón, M., & Raj, A. (2022). The association between bullying victimization and fighting
in school among US high school students. Journal of Interpersonal Violence.
https://doi.org/10.1177/08862605211055075
Chacón, M. (2022). Students should learn about the human impact of war. EdSource.
https://edsource.org/2022/students-should-learn-about-the-human-impact-of-war/676233
Rentería, J., Pescador, O., Nakajima, T., Chacon, M., Guzman, A. (2022). Community Schools Cohort I short-term assessment. Los Angeles Unified School District Strategic Data and Evaluation Branch.
Chacón, M. (2023). Using Place-Based Learning to Explore Immigration History. Edutopia. https://www.edutopia.org/article/immigration-history-project-high-school
Chacón, M., Levine, R., Bintliff A. (2023). Student perceptions: how virtual student-led talking circles promote engagement, social connectedness, and academic benefit. Active Learning in Higher Education. https://doi.org/10.1177/14697874231179238
Chacón, M. (2023). 5 minute written check-ins. Edutopia. https://www.edutopia.org/article/written-check-ins-with-students-teacher-relationship
in school among US high school students. Journal of Interpersonal Violence.
https://doi.org/10.1177/08862605211055075
Chacón, M. (2022). Students should learn about the human impact of war. EdSource.
https://edsource.org/2022/students-should-learn-about-the-human-impact-of-war/676233
Rentería, J., Pescador, O., Nakajima, T., Chacon, M., Guzman, A. (2022). Community Schools Cohort I short-term assessment. Los Angeles Unified School District Strategic Data and Evaluation Branch.
Chacón, M. (2023). Using Place-Based Learning to Explore Immigration History. Edutopia. https://www.edutopia.org/article/immigration-history-project-high-school
Chacón, M., Levine, R., Bintliff A. (2023). Student perceptions: how virtual student-led talking circles promote engagement, social connectedness, and academic benefit. Active Learning in Higher Education. https://doi.org/10.1177/14697874231179238
Chacón, M. (2023). 5 minute written check-ins. Edutopia. https://www.edutopia.org/article/written-check-ins-with-students-teacher-relationship
Fellowships/Grants/ Awards
School Teacher of the Year: Frontier STEM High School, Kansas City, MO, 2017
School Teacher of the Year Finalist: Frontier STEM High School, Kansas City, MO, 2016
School Teacher of the Year Finalist: Frontier STEM High School, Kansas City, MO, 2016
