Christopher Lohse serves as Pearson's vice president of Strategic Affairs for K-12 Technology, where he helps organize government relations, strategy development, and R&D efforts. He comes to the work most recently from the Council of Chief State School Officers (CCSSO). Chris led CCSSO's R&D discovery work, meant to produce the Council blueprint for how the organization, and its members (state education agencies), could act to facilitate the development of more meaningful R&D efforts trained toward the unique needs of state policymakers, attempting to reset the conditions to support systemic-level success. He also ran several investigations on system effectiveness for states, built new metrics for exploring learner performance, and detailed a novel performance profile of the United States to help leaders understand how best to intervene to support systems change.

Prior to elaborating CCSSO's R&D blueprint, Chris spent several years leading the Council's research efforts and its work to develop more useful, classroom-facing information systems within states - in essence, a national information system strategy for education. He previously led research efforts on the Knowledge Development and Public Engagement team at Teach for America and for the superintendent of the Montana state education agency. In addition to his role as Montana's research director, he also served as the state education agency's federal lobbyist.

Previously, Chris led legislative research efforts on science and education policies, including work on a new state funding formula, and achievement among American Indian students in the Montana Legislature's Office of Research and Policy Analysis.

Chris was a high-school science teacher in Los Angeles._He holds master's degrees in Policy and Education from Harvard University and a bachelor's degree in Biology and Chemistry from Willamette University. He has taught teaching methods courses at Harvard University, Yale University, and the University of California, Los Angeles.

Chris' research efforts have focused at both the practice and the policy level. He has explored topics as diverse as various teacher and school archetypes (and how they would be uniquely supported) to the development of overarching explanatory hypotheses for the differential education performance of nations. His research has led him to deep explorations of the learning sciences, neuroscience, complexity science, and network science.

Chris lives in Washington, DC.