Paul DiPerna is vice president of research and innovation for EdChoice. Paul joined the organization in 2006, and he currently leads the research and thought leadership program’s activities and projects. His research interests include surveys and polling on American K–12 education and schooling. Paul directs the monthly EdChoice Public Opinion Tracker – a national polling series that regularly surveys the general public, parents, teachers, and teens. He also continues to oversee the annual Schooling in America Survey. EdChoice has produced more than 220 reports, papers, and briefs during Paul’s time leading the research program.
Paul presents survey research and discusses public opinion with a range of audiences, including public officials, policy analysts, researchers, and advocates. His professional memberships include participation in the American Association for Public Opinion Research (AAPOR), Midwest Association for Public Opinion Research (MAPOR), Association for Education Finance and Policy (AEFP), International School Choice and Reform Conference (ISCRC), and the AEI Leadership Network. In 2024, Paul is a MAPOR executive council member and policy advisory board member for the Education Reformers Academy (ERA).
Previously, Paul served as the assistant director for the Brown Center on Education Policy at the Brookings Institution. He was a research analyst for the first five issues of the Brown Center Report on American Education (2000–2004). He also managed and coordinated the activities of the National Working Commission on Choice in K–12 Education (2001–2005).
A native of Pittsburgh, Paul earned an M.A. in political science from the University of Illinois (2000) and B.A. from the University of Dayton (1996). He currently lives in Zionsville, Indiana, with his wife and two daughters.
Public Affairs, American History, Political History
Vikings
Traveling with my wife. Playing catch with my daughters. Following Pittsburgh and Indiana sports teams.
Parents who do everything in their power to provide the best learning environment for their child. Unmet demand for different types of learning and schooling. Evidence that programs produce positive outcomes for students and families.