43 Foundry Avenue
Waltham, Massachusetts 02453-8313
Ilene Kantrov has focused her career on developing innovative programs and resources that promote student achievement and build educators’ effectiveness. Her areas of expertise include the integration of academic and career education; creating multiple pathways to college and careers; inquiry- and project-based learning, teaching and assessment of 21st century skills; uses of technology to support student and teacher learning; and employer and community engagement in education.
Kantrov oversees the development and support of programs that promote students’ intellectual and career development. Much of her work focuses on preparing high school students for college, careers, and life through innovative programs that use project- and inquiry-based approaches to develop academic and 21st century knowledge and skills, and that promote partnerships between schools, industry, higher education, and communities. (Read her blog post, Ensuring College AND Career Readiness.)
Kantrov currently leads the Ford Next Generation Learning (Ford NGL) project, supported by Ford Motor Company Fund, in which EDC has developed—and provides technical assistance and professional development for—a program that has evolved from an academically rigorous high school curriculum integrating academic and career education into a comprehensive community-wide high school reform strategy. Kantrov’s article in the March 2015 issue of Phi Delta Kappan, “New CTE Model Is a Plus for Schools and Students,” highlights the successful outcomes for students in a Florida high school that is part of the Ford NGL network.
In 2016, Kantrov authored a white paper, Achieving Educational Equity and Justice in Career Academies: Challenges and Promising Strategies, that was commissioned by Ford NGL and focuses on the potential of career academies to improve educational and economic outcomes for underserved students if the model is implemented with fidelity. In 2014, she authored two white papers. The first, Opportunities and Challenges in Secondary Career and Technical Education, offers a panoramic view of CTE—its strengths, needs, and possibilities. The second paper, Externships and Beyond: Work-Based Learning for Teachers as a Promising Strategy for Increasing the Relevance of Secondary Education, describes a typology of work-based learning for teachers that has the potential to improve students’ understanding of and preparation for workplace opportunities and demands.
Kantrov has partnered with the Association for Career and Technical Education, the College and Career Academy Support Network, NAF, the National Career Academy Coalition, Philadelphia Academies, Inc., Alignment Nashville, the Linked Learning Alliance, and a variety of communities and school districts nationwide.
She is the coauthor of A Guide to Facilitating Cases in Education, Choosing a Standards-Based Mathematics Curriculum, Guiding Curriculum Decisions for Middle-Grades Mathematics, Guiding Curriculum Decisions for Middle-Grades Science, and Guiding Curriculum Decisions for Middle-Grades Language Arts. She also co-edited Casebook on School Reform. She is a developer of the Ford Partnership for Advanced Studies, Digital/Media/Arts, and Law and Justice high school curricula.
Before joining EDC, Kantrov was an editor of Notable American Women: The Modern Period and taught writing at Tufts University and Wheelock College. She received her BA from the University of Chicago and MA and PhD from Tufts University.