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SALIYAH CRUZ
DIRECTORY | FELLOW PROFILE

SALIYAH CRUZ
TITLE
Chief Equity and Strategy Officer
ORGANIZATION
Mastery Charter Schools
BIOGRAPHY
Saliyah Cruz, Ed.D is the chief strategy officer for Mastery Schools, where she leads the design and execution of network-level strategic initiatives and drives innovation to accelerate student achievement across a large, multi-state public charter network. In this role, she works at the intersection of strategy, access, and execution—aligning long-term vision with measurable outcomes and building the systems, structures, and leadership capacity required to deliver on ambitious goals for students and families.
Over the course of her career, Saliyah has held senior leadership roles spanning strategy, academics, equity, and student development. Most recently, she served as Mastery’s Chief Equity Officer, where she led network-wide efforts to address inequities in achievement, discipline, and attendance; advanced culturally responsive teaching; strengthened family academic partnerships; and developed integrated approaches to social-emotional learning, post-secondary readiness, and community-based barriers to learning. Earlier career roles include Deputy Chief of Student Development, Chief Academic Officer, Executive Vice President of Instruction, and Executive Director of Principal Support, with responsibility for curriculum, instruction, Multi-Tiered System of Supports (MTSS), school culture, leadership development, and district-wide improvement efforts.
Saliyah began her career as an English teacher and went on to serve as a middle and high school principal, leading dramatic improvements in student outcomes while managing complex budgets, securing major grants, and implementing innovative academic and career-connected programs. Across every role, she is known for building high-performing teams, forging authentic partnerships with school leaders and communities, and translating vision into action.
Saliyah holds a doctorate in education from the University of Pennsylvania and brings a practitioner’s lens to systems change—grounded in an unwavering belief in the brilliance of students.
