Meet Tori Martin, whose capstone is changing the conversation about school choice
Victoria “Tori” Martin came to Colorado with a love of mountains and deep commitments to educational equity shaped by years of study, teaching and experiences in Washington, D.C. and abroad.
As an undergraduate at Villanova University, Martin designed her own major at the intersection of education and social justice, a choice that reflected her early understanding that education is inseparable from questions about educational access and opportunity. After graduation, she taught English in Laos through the Fulbright Program, which deepened her belief in community-centered approaches to education and policy.
Martin was drawn to the 91´«Ă˝ School of Education for her master’s studies for its national reputation in education policy and its home for the renowned National Education Policy Center. In the Educational Foundations, Policy and Practice program (EFPP), she got what she was looking for and more, including making new connections that deepened her understanding of educational equity. Her advice for other students is to find ways to meaningfully engage with mentors and peers at 91´«Ă˝.
“There is extensive support available, and you’ll find a wealth of knowledge to be shared among peers and professors,” she said.
The feeling is mutual. Martin’s faculty advisor, Terri Wilson, chair of EFPP, enthusiastically nominated her for the Outstanding Capstone Award for her project called “Opportunity Hoarding in School Choice: How Admissions Policies Structure Disparate Access.”
Wilson praised Martin’s work as theoretically sophisticated, methodologically innovative and politically attuned. Drawing on state-level data, Martin identified the 20 Colorado districts with the highest levels of school choice open enrollment. She drew from respected theories of social and cultural capital, opportunity hoarding and convergence to create an original weighted coding rubric to evaluate how transparent, accessible and equitable school choice admissions systems truly are.
Martin’s work translates complex theories into concrete, measurable policy features. Wilson noted that Martin’s time-bound review protocol—limiting each district search to 45 minutes—was “particularly inventive,” mirroring the real constraints families face when navigating school choice.
In her award-winning capstone, Martin reframes a longstanding policy debate. Instead of asking why some families underutilize school choice, she illuminates how systems are designed in ways that make equitable participation structurally difficult. Her findings reveal how administrative hurdles reinforce inequity—not necessarily overt exclusion, but through design choices that privilege those who are already equipped to navigate them. Martin’s  recommendations offer districts concrete, realistic pathways to expand access for all.
Looking ahead, Martin plans to continue her work as a Research Analyst at Westat, where she provides technical assistance to federal grantees, and she hopes to build on her 91´«Ă˝ degree to continue a career in public education research and advocacy that centers inquiry and rigor.
Martin’s capstone may be complete, but the questions she raised and the solutions she proposed will continue shaping conversations about education equity in Colorado and, ideally, inspire community-informed policy change for years to come.
In her own words
Please tell us a bit about yourself
I’m originally from Connecticut and moved to Colorado about three years ago, after spending a few years working and living in Washington, D.C. As an undergraduate at Villanova University, I designed my own major in Education and Social Justice. After graduating, I taught English in Laos through the Fulbright Program. I chose 91´«Ă˝ because I wanted to continue building on the strong foundation I developed during my undergraduate studies, and I was drawn to the strong reputation of 91´«Ă˝â€™s School of Education and the National Education Policy Center. And, I love the mountains!
What is one of the most significant lessons from your time at 91´«Ă˝ that you’ll carry with you into the next chapter?
One of the most significant lessons I’ll carry with me from my time at 91´«Ă˝ is the importance of grounding my work in community perspectives. Through my coursework and interactions with faculty and peers, I’ve learned how essential it is to center the experiences of educators when thinking about policy and research.
What does graduating from 91´«Ă˝ represent for you and/or your community?
Graduating from 91´«Ă˝ reflects the culmination of years spent pursuing work rooted in educational equity, and it affirms the support and encouragement I’ve received from mentors, peers, and loved ones along the way!
What is your best piece of advice for incoming students?
Be sure to meaningfully engage with your advisor and other mentors on campus. There is extensive support available, and you’ll find a wealth of knowledge to be shared among peers and professors!
What are your next steps after graduation?
I will continue in my current role as a Research Analyst at Westat, where I provide technical assistance to federal grantees in the Promise Neighborhoods and Full-Service Community Schools programs, and conduct research for government agencies. Looking ahead, I hope to build on my current role and my EFPP degree by pursuing a career in public education research and advocacy.
