Research and Evaluation

Katherine Shields

Email Katherine Shields

Descriptors (Bodies of Work): 

Photo: 

Katherine Shields

First name: 

Katherine

Last name: 

Shields

Bio: 

Katherine Shields has extensive experience in research, evaluation, and program design for youth and adult education programs. Her research interests include college and career readiness, college access and persistence, and postsecondary developmental education, with a methodological focus on multilevel modeling and psychometrics.  

Shields contributes quantitative research and methodological expertise to the REL Northeast & Islands and other activities of the Learning and Teaching Division. Recently, she led a study of kindergarten entry assessments and student outcomes for the REL-NEI’s Early Childhood Education Research Alliance. In addition, she works with the Providence Public Schools as part of an Institute of Education Sciences Researcher-Practitioner Partnership grant to study longitudinal patterns of achievement among English learner students.

Shields is the lead author of the article "Remedial Education and Completing College: Exploring Differences by Credential and Institutional Level" (The Journal of Higher Education) and the research report How Kindergarten Entry Assessments Are Used in Public Schools and How They Correlate with Spring Assessments. She regularly presents her findings at the annual conferences of national organizations such as the American Educational Research Association, the Annual Association for Education Finance and Policy Conference, and the Society for Research in Child Development.

Before joining EDC, Shields served as an evaluator for Massachusetts statewide youth and adult workforce development initiatives. Her prior experience also includes conducting evaluations for National Science Foundation-funded STEM grants and K-12 student support programs, and developing adult professional training curricula in the U.S., Africa, and Asia. 

Shields received a BA from Harvard University, an EdM in International Education Policy from the Harvard Graduate School of Education, and a PhD in Educational Research, Measurement, and Evaluation from the Lynch School of Education at Boston College.

Staff: 

Non-Staff Profile

Job title: 

Research Associate II

Program: 

Research, Evaluation, and Policy

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453

Telephone: 

617-618-2605

Jessica Brett

Email Jessica Brett

Descriptors (Bodies of Work): 

Photo: 

Jessica Brett

First name: 

Jessica

Last name: 

Brett

Bio: 

Jessica Brett is committed to working with practitioners to design relevant research projects that produce actionable findings. Currently, she is advancing the growing knowledge base focused on competency-based learning and student-centered learning, and is contributing her education research, evaluation, and technical assistance expertise to a range of initiatives.

Brett is the facilitator for the Northeast College and Career Readiness Alliance for the REL Northeast & Islands at EDC. She has also worked on several studies related to competency-based learning under the research agenda of the alliance. Brett also serves as a technical assistance liaison for projects that have received Investing in Innovation (i3) grants from the U.S. Department of Education. In this role, she leads a community focused on bringing together grants focused on STEM. She is currently working to support several evaluation projects in the STEM area.

Previously, Brett served as the manager of the Reference Desk for REL-NEI, where she supported a staff of researchers who drafted brief responses to quick turnaround research requests from stakeholders in the Northeast region. She also served as an evaluator of the Nellie Mae Education Foundation’s Building New Models for System Change Initiative, in which capacity she worked closely with school districts across New England as they implemented policies and changes focused on student-centered learning. 

Brett has co-authored several publications on competency-based learning and teacher evaluation systems, including Competency-Based Learning: Definitions, Policies, and Factors Related to Implementation and An Examination of Performance-Based Teacher Evaluation Systems in Five States

Before joining EDC, Brett was a project attorney for Womble, Carlyle, Sandridge & Rice.  She also worked as the Legal Programs Developer at Discovering Justice where she developed and wrote curriculum for an after-school program focused on the legal system. She began her career as an elementary school teacher.

Brett received a BA from Colby College, an EdM from Harvard Graduate School of Education, and a JD from Northeastern University School of Law.

Staff: 

Non-Staff Profile

Job title: 

Research Associate II

Program: 

Research, Evaluation, and Policy

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2847

Ginger Fitzhugh

Email Ginger Fitzhugh

Descriptors (Bodies of Work): 

Photo: 

First name: 

Ginger

Last name: 

Fitzhugh

Bio: 

Ginger Fitzhugh leads evaluations that help programs leverage knowledge to achieve better outcomes for young people. She brings expertise in participatory program evaluation, systems thinking, and organizational development—as well as a commitment to identifying new strategies to advance educational access and equity, promote youth development, and foster school-community partnerships.

Fitzhugh leads a range of EDC evaluations that examine programs targeted to ensure all students receive strong science, technology, engineering, and mathematics (STEM) educations, to enhance teacher professional development, and to improve informal and formal K–12 learning.

From 2014 to 2016, Fitzhugh served as Program Chair of the American Evaluation Association’s (AEA) Systems in Evaluation Topical Interest Group. She has presented her findings at numerous AEA annual national conferences, and in 2009 she won AEA’s award for best poster presentation with Changing Horses Mid-Stream: Lessons Learned from Evaluator Transitions During Two ITEST STEM Projects. She is the author of several resources on challenges and successful strategies in conducting effective evaluations, including Survey Says? How to Visualize Survey Response Rates, Taking the Long View: Reframing Scale-Up and Sustainability Evaluations, and the EvaluATE blog post, “Show Me a Story: Using Data Visualization to Communicate Evaluation Findings.

Prior to joining EDC, Fitzhugh was a senior associate at Evaluation & Research Associates. Earlier in her career, she was a research associate at Brandeis University’s Center for Youth & Communities.

Fitzhugh received a BA in Psychology from Swarthmore College, attained an MM in Nonprofit Management and Evaluation from Brandeis University, and completed PhD coursework at Brandeis.

Staff: 

Non-Staff Profile

Job title: 

Senior Research Associate

Program: 

Research, Evaluation, and Policy

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

206-395-4528

Ruth Rouvier

Email

Descriptors (Bodies of Work): 

Photo: 

Ruth Rouvier

First name: 

Ruth

Last name: 

Rouvier

Bio: 

Ruth Rouvier’s extensive expertise in documentation, maintenance, and revitalization of endangered languages informs her work connecting children's linguistic and cultural heritage to their early learning—an approach that has been shown to have positive effects on children’s academic success and well-being.

Currently, Rouvier is designing and leading a National Science Foundation-funded workshop that will engage experts in language acquisition, early childhood development, linguistics, statistics, and public health, in examining the impact of endangered language documentation on the learning and academic success of young children. Previously, she worked with EDC's National Center on Cultural and Linguistic Responsiveness team and tribal communities to develop tools and resources, such as A Report on Tribal Language Revitalization in Head Start and Early Head Start, that support American Indian and Alaskan Native Head Start centers in planning and implementing language revitalization programs.

Rouvier is Vice President of the Board of Directors of the Pro-Moskitia Foundation of Nicaragua and serves on the Linguistic Society of America’s Committee on Endangered Languages and Their Preservation. She teaches courses in Linguistics at the University of California, Berkeley, conducts workshops in language documentation, presents her findings at the annual conferences of such organizations as the Linguistic Society of America, and shares her insights in publications such as The Washington Post

Rouvier is a Research Collaborator for the Smithsonian Institution's National Museum of Natural History. Before joining EDC, she was the program manager for the Smithsonian's Recovering Voices initiative. Earlier in her career, she was the language program coordinator for the Karuk Tribe.

She received a BA and MA in Linguistics from the University of California, Berkeley.

Staff: 

Non-Staff Profile

Job title: 

Senior Research Associate

Program: 

Early Learning and Development

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

202-265-0843

Marion Goldstein

Email Marion Goldstein

Descriptors (Bodies of Work): 

Photo: 

First name: 

Marion

Last name: 

Goldstein

Bio: 

Marion Goldstein leads R&D and evaluations that advance knowledge of strategies to strengthen STEM education for all students. Many of her studies examine how technology can be strategically employed to enhance preK–12 teaching and learning. To all of her research, she brings an extensive knowledge of developmental psychology, program evaluation, quantitative and qualitative research methodologies, and instructional design. Working in partnership with publishers, curriculum designers, game developers, programmers, teachers, students, parents, and administrators, she helps create tools that work in real-world settings and accommodate a variety of instructional needs.

Goldstein is a co-principal investigator on Next Generation Preschool Science, a four-year National Science Foundation-funded project to develop and evaluate a program to promote young children’s learning of key science practices and concepts. She is the project director for PLUM Rx, a mobile-accessible, digital media R&D project that is working to bring environmental science learning to hard-to-reach urban families. 

In partnership with Sesame Workshop and local research partners, Goldstein works internationally to develop assessments and evaluate the promise of Dream, Save, Do, a financial empowerment program for young children funded by MetLife. Additionally, she is a senior researcher on EDC’s Ready to Learn team, which has been funded by the U.S. Department of Education since 2006 to conduct research and evaluation studies to measure children’s learning from media-rich literacy, math, and science learning resources developed by the Corporation for Public Broadcasting and PBS with the goal of improving school readiness among preschoolers in high-need communities.

Goldstein served as research director for Year of the Solar System, funded by NASA, in which she directed the evaluation of digital resources designed to address the curricular needs of Grades 6–12 science teachers and students, and for Possible Worlds, an IES-funded project to develop and test a series of game-based activities to support science and literacy instruction. She presented findings from this work in a series of papers and reports, including "Using Students' Naive Theories to Design Games for Middle-Grades Science" and "Does Gameplay Prepare Students to Learn? Lessons From a Fieldtest." She also served as a lead researcher in an EDC initiative to identify and document lessons learned from New York City’s iSchool and Cisco’s 21st Century Initiative in Jefferson Parish (Louisiana) Public School System

Goldstein has co-authored numerous articles based on her research, including “What Constitutes Skilled Argumentation and How Does it Develop?” (Informal Logic), “Designing for Diversity: How Educators Can Incorporate Cultural Competence in Programs for Urban Youth” (New Directions for Youth Development), and “A Collaborative Approach to Nutrition Education for College Students” (Journal of American College Health). To support the translation of research to practice and policy-making, Goldstein regularly shares her findings at the annual conferences of such organizations as the International Society for Technology in Education, American Educational Research Association, Society for Information Technology & Teacher Education, National Association for Research in Science Teaching, Society for Research in Child Development, and Head Start.

Prior to joining EDC, Goldstein worked as a research consultant and coordinator for initiatives focused on health promotion and the evaluation and redesign of professional development.

Goldstein holds a BA from the University of Pennsylvania, an MA from New York University, and an EdD in Educational Technology from Teachers College, Columbia University.

Staff: 

Non-Staff Profile

Job title: 

Senior Research Associate

Program: 

Center for Children and Technology

Mailing Address: 

96 Morton Street, 7th Floor
New York, NY 10014

Telephone: 

212-807-4293

Nicole Breslow

Email Nicole Breslow

Descriptors (Bodies of Work): 

Photo: 

Nicole Breslow

First name: 

Nicole

Last name: 

Breslow

Bio: 

Nicole Breslow provides technical assistance and conducts applied research and evaluation to improve teacher and principal support and development. Her work has spanned the educator professional continuum, with a particular focus on teacher and leader preparation, professional development, and evaluation.

Breslow leads a learning community focused on teacher and leader effectiveness for projects that have received Investing in Innovation (i3) grants from the U.S. Department of Education. The community brings together leaders from innovative projects across the country to learn together by sharing effective practices and collaboratively problem solving around issues of common concern. She also provides technical assistance and content expertise to Teacher Incentive Fund grantees on topics such as teacher leadership, professional development, and shared leadership.

Previously, Breslow collaborated on a project funded by the Wallace Foundation to support district and university partnerships to improve leadership preparation. She assisted in developing the Partnership Effectiveness Continuum, a research-based tool for developing, assessing, and improving partnerships between school districts and principal preparation providers.

Breslow also was a researcher and educator effectiveness content expert for the Regional Educational Laboratory-Northeast & Islands at EDC, where she designed and implemented research projects to address the needs of state education department leaders. She also served as a member of the New York Comprehensive Center Teacher Quality Team, providing ongoing technical assistance and research support to high-level state groups.

In collaboration with colleagues, Breslow has co-authored two research reports: Changing Cultures and Building Capacity: An Exploration of District Strategies for Implementation of Teacher Evaluation Systems and Five States’ Efforts to Improve Adolescent Literacy.  She is also a trustee of the Board for the Education Fund of Westfield.

Before joining EDC, Breslow served as the Director of Teaching and Learning at Teach For America, where she designed and organized training opportunities and oversaw professional learning communities for first and second year teachers. She also taught fourth grade in East Harlem through the New York City Teaching Fellows program.

Breslow received a BS in Cognitive Science from Brown University, an MEd in School Leadership from Harvard University, and an MEd in Elementary Teaching from Hunter College.

Staff: 

Non-Staff Profile

Job title: 

Associate Project Director

Program: 

Research, Evaluation, and Policy

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Neil Schiavo

Email Neil Schiavo

Descriptors (Bodies of Work): 

Photo: 

Neil Schiavo

First name: 

Neil

Last name: 

Schiavo

Bio: 

Neil Schiavo brings expertise in teacher leadership, professional learning communities, program sustainability, research and evaluation, and facilitation of knowledge utilization. 

Schiavo plays a key role in research and evaluation initiatives—developing methodologies and experimental designs for complex projects and settings, leading quantitative and qualitative data collection and analyses, and engaging various stakeholders in understanding and using findings. Currently, he is working on the evaluation of the Nellie Mae Education Foundation District-Level System Change initiative, in which EDC is charged with conducting an extensive investigation into the implementation and outcomes of several districts in New England as they move towards student-centered learning practices. 

He also develops innovative learning experiences and resources that help education leaders become more intentional and effective in their work. Over the past several years, he has provided leadership in a variety of projects, including PowerUp What Works, Success at the Core, and the Math/Science Partnership Knowledge Management and Dissemination Project

Schiavo is the author of the report Program Evaluation of CitySprouts and the Cambridge Public School District Science in the Garden Workshops and has published widely on the topic of teacher leadership: The Use of State Policy to Support Teacher Leader Programs, Toward Sustainability: Strategies from Four Cases of Teacher Leadership in NSF Math and Science Partnerships, Summary of Empirical Research on Teacher Leaders’ Instructional Support Practices, and The Use of Structures and Tools to Support the Work of Teacher Leaders.

Before joining EDC, Schiavo conducted evaluations for a variety of education and health initiatives. He began his career as a learning specialist, collaborating with classroom teachers and parents to ensure that students with a variety of special needs received the support and services they needed to reach learning goals.  

He received a BA in Philosophy from Connecticut College and an MA in Organizational Psychology from Teachers College, Columbia University.

Staff: 

Non-Staff Profile

Job title: 

Senior Research Associate

Program: 

Research, Evaluation, and Policy

Mailing Address: 

43 Foundry Avenue
Waltham, MA 02453-8313

Telephone: 

617-618-2838

Clare Irwin

Email Clare Irwin Irwin

Descriptors (Bodies of Work): 

Photo: 

Clare Irwin

First name: 

Clare

Last name: 

Irwin

Bio: 

Clare Irwin is highly experienced in measurement, research methods, and early education research. She applies her experience and expertise across a wide range of activities including conducting quantitative and qualitative studies of early childhood education, developing technical assistance materials and tutorials for educators, and developing a range of survey instruments for use by education practitioners. In addition, Irwin has led several state contracts including a current evaluation of a state-level early childhood grant program.

Irwin is the lead for EDC’s Vermont Universal PreK Research Partnership, which is part of the work of the REL Northeast & Islands funded by the U.S. Department of Education’s Institute of Education Sciences. In this role, she collaborates with the Vermont Agencies of Education and Human Services to address the research needs present during implementation of Vermont’s universal prekindergarten (preK) model and to inform Vermont’s ongoing policy and practice decisions for universal preK. Previously, she was the lead researcher for EDC’s REL Northeast & Islands Early Childhood Education Research Alliance. She collaborated with stakeholders in Connecticut, Massachusetts, New Hampshire, Rhode Island, and Vermont to develop and implement a comprehensive research agenda focused on issues relating to assessment, standards, and practice in early childhood education.
 
As the co-Director of the Partnership for Early Education Research (PEER), Irwin works with researchers at Yale University and practitioners across multiple education agencies in the state of Connecticut. The goal of the partnership is to develop and implement a research agenda aimed at improving preschool and child outcomes in and beyond the participating school districts and communities. In late 2016, PEER was awarded a Spencer Foundation grant to further the work of the partnership by addressing several of PEER’s research agenda questions related to dual language learners.
 

Irwin is the lead author of the 2016 REL-NEI resource, Survey Methods for Educators: Collaborative Survey Development (Part 1 of 3) and the 2014 Early Childhood Educator and Administrator Surveys on the Use of Assessments and Standards in Early Childhood Settings. Her articles appear in peer-reviewed journals, including: “The Matter of Assessor Variance in Early Childhood Education, Or Whose Score Is It, Anyway?” (Early Childhood Research Quarterly); “The Preschool Learning Behaviors Scale” (School Psychology Review); and “Multidimensionality of Teachers’ Graded Responses for Preschoolers’ Stylistic Learning Behavior” (Educational and Psychological Measurement).

Before joining EDC, Irwin served as a Research Specialist for Providence Public School District where she assisted school and district leaders in using data to inform their policy and practice. In this role, Irwin worked closely with the district’s lowest performing schools to improve student learning. This experience prepared Irwin for her current work with an independent high school that she is assisting with collecting and systematizing student data, creating a culture of data use, analyzing and interpreting data, and undertaking a school-wide survey project.

Irwin received a BA in Philosophy from the University of Colorado Boulder and an MSEd in Human Development, MS in Quantitative Methods, and PhD in Policy Research, Evaluation, and Measurement from the University of Pennsylvania’s Graduate School of Education. Irwin was an IES Pre-doctoral Training Fellow from 2007–2011.

Staff: 

Non-Staff Profile

Job title: 

Senior Research Associate

Program: 

Research, Evaluation, and Policy

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Jenny Stern-Carusone

Email Jenny Stern-Carusone

Descriptors (Bodies of Work): 

Photo: 

Jenny Stern-Carusone

First name: 

Jenny

Last name: 

Stern-Carusone

Bio: 

Jenny Stern-Carusone is a direct service provider, technical assistance provider, and program director working across multiple sectors, including schools, law enforcement, juvenile justice and social service providers. She has an extensive background in mentoring, juvenile justice, and community-based social change. 

Stern-Carusone is responsible for technical production of virtual learning events for the Regional Educational Laboratory-Northeast & Islands (REL-NEI) and other programs throughout the Learning and Teaching Division. She provides technical direction for webinar development and online event production, as well as other strategic support for dissemination and knowledge utilization. 

Currently, Stern-Carusone serves as a co-manager for the Children’s Safety Network Collaborative Innovation and Improvement Network (CoIIN) supporting states and territories implement Quality Improvement methodology to achieve greater outcomes in injury prevention. Previously at EDC, Stern-Carusone was Project Director for the Joining Forces in California Schools initiative, examining positive school discipline approaches to reduce expulsion and suspension rates and served as a Technical Assistance Specialist for the National Center for Mental Health Promotion and Youth Violence Prevention Safe Schools/Healthy Student Grant, the Tribal Youth Programs addressing delinquency prevention and The Center for the Advancement of Mentoring.

Stern-Carusone has coauthored several publications, including “Children of Incarcerated Parents” (Handbook of Youth Mentoring) and “Creating Supportive Environments that Promote Student Safety and Academic Achievement.”

Before joining EDC, Stern-Carusone served as Program Director for Committed Partners for Youth/ Big Brothers Big Sisters of Lane County and as a faculty member of the Multnomah County Juvenile Detention Alternatives Initiative. She is a charter member of the Mentoring Children of Prisoners Support Center National Advisory Board and sits on the Lane County Prisoner Re-Entry task force. 

Stern-Carusone received her BA from the University of Oregon and an MSW in community-based social work from Portland State University.

Staff: 

Non-Staff Profile

Job title: 

Training and Technical Assistance Associate II

Program: 

Research, Evaluation, and Policy

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

541-414-4240

Pages

Subscribe to RSS - Research and Evaluation