Theresa Meyerott

Why do I do what I do?

From the time I was young, I was surrounded by education, not just in the traditional sense but in the lived experience of my parents, who were teachers. My earliest memories are of grading papers at the kitchen table, decorating classroom bulletin boards, and assisting students with disabilities. I saw firsthand the power of education.  It is not just a means to an end but a transformative force shaping lives.

That belief has been the foundation of my career. Every role I’ve held, whether as a science teacher, a district administrator, a university professor, or a researcher, my work has been driven by one unshakable conviction: all students deserve the opportunity to succeed, and it is our responsibility as educators to ensure they can.

How do I do it?

I combine research, leadership, and practice to bridge the gap between policy and impact. I’ve worked across the K-16 spectrum to create and implement culturally proficient programs that elevate historically marginalized students. I have trained over 400 STEM teachers in best practices for engaging diverse learners, led large-scale education initiatives, and developed policies that impact student success at the K-12 district, state, and university levels.

But the most meaningful work happens in the classroom—guiding future educators, school leaders, and doctoral students as they build their own capacity to create change. As an assistant professor of data-driven educational leadership, I don’t just teach theory—I empower my students to use research to drive real, meaningful impact.

What do I do?

I teach, I lead, I research, and I advocate. I serve as an assistant professor at California State University, Los Angeles, teaching in both master’s and doctoral programs. I support future educational leaders at UC San Diego, and I work with the Center for Culturally Proficient Educational Practice to advance equity in education.

My research focuses on the academic success of historically marginalized students, the intersection of school culture, identity, and belonging, and the policies that shape these outcomes. Whether through my research, my teaching, or my leadership, my work is about equipping educators with the tools and insights they need to create meaningful, systemic change.

Because in the end, education is not just about learning. It’s about opportunity, equity, and the belief that every student—regardless of background—deserves a future filled with possibility.

Meyerott, T. A. (2018). English Language Learner Success During the Era of Local Control Funding in California University of California at San Diego (UCSD) – Dissertation (http://hdl.handle.net/10211.3/194753)

Meyerott, T. A. (2019, April 4-9) Understanding Their Truths: English Language Learner Student Achievement under California’s Local Control Funding Formula Policy [Roundtable Session]AERA Annual MeetingToronto, Canada

Meyerott, T. A. (2020, April 17 - 21) Stakeholders Collide: Resulting Superpowers Shape Culturally Proficient Environment Where English Learners Show Progress [Roundtable Session]. AERA Annual Meeting San Francisco, CA http://tinyurl.com/whbd2ud (Conference Canceled)

Meyerott, T.A. (2021, August 3-5) Collective Efforts: Guided Self-Study Through the Lens of the Conceptual Framework [Presenter], International Council of Professors of Educational Leadership (ICPEL) Virtual Conference, CA

Baghdadchi, S., Meyerott, T., & Hadjipieris, P. (2022, August). Student-designed assessments in electronic systems and signal processing courses. In 2022 ASEE Annual Conference & Exposition.

Meyerott, T., Gracia, M. (2023, March 9-11). Sometimes the Truth Hurts: Successful Peer Mentoring along the Pathway from K-12 to Higher Education [Poster Session]. In 2023 AAC&U Conference on Diversity, Equity, and Student Success.

Meyerott, T. A., Corona, A., Hadjipieris, P., Burrell, Sade., Smarr, R., Pena, C., Cota, S., (2024, April 11 ). Utilizing Graduate Student Voice to Ensure Educational Possibilities: Learning and Leading During a Pandemic [Roundtable Session] AERA Annual Meeting, Philadelphia, PN

Meyerott, T. A., Gracia, M. (2024, April 13) A Peer Mentoring Model that Changes the World for Marginalized Students [Roundtable Session] AERA Annual Meeting, Philadelphia, PN

Hwang, J.L., Meyerott, T., Hwang, J., †Luhar, P., †Flores, K., Santner, J., & *Hong, S.L. (2025). A Case Study: Leveraging Reactive Molecular Dynamics Simulations and Guided Inquiry to Foster STEM Identity and Motivation Among College Students Studying Materials Science, MRS Advances (Under Review).

Ed.D.    Educational Leadership

University of California, San Diego (UCSD)/California State University, San Marcos (CSUSM)

MS       Psychophysiology and Biofeedback

Alliant International University

BS        Biochemistry and Cell Biology

• Minor: Health Care and Social Issues

University of California at San Diego (UCSD)

ADMINISTRATIVE AND TEACHING CREDENTIALS

• Administrative Services Credential (Clear)
• Biology Single Subject Teaching Credential (Clear)
• Health Credential

CERTIFICATIONS/COMPETENCIES

• Senior Associate for the Center for Culturally Proficient Educational Practice
• Center for the Study of Race and Equity in Education Institute Certification
• Strengths-Based Development Institute
• Law Advocacy Certification (Disability)
• Administration – Teacher Leader Certification
• Promoting Engaged and Active Online Learning Certification
• Professional Learning Communities Trainer
• Standards Trainer (CCSS, NGSS & ELD)
• Accreditation and Assessment (WASC, TITLE I & IX)
• Project Management Professional PMP #10317820