96 Morton Street, 7th Fl
New York, New York 10014
Megan Silander conducts research that generates new insights into effective preK–12 education policies and programs. Her research interests include school and instructional improvement, accountability, and out-of-school time learning. She brings experience with qualitative data collection and analysis, experimental and quasi-experimental methods, and the analysis of extant and district administrative data.
Silander is the co-Principal Investigator of two National Science Foundation (NSF)-funded initiatives, "Zoom In! Learning Science with Data" and "Bringing Science Home with PEEP." She conducts research on Ready To Learn, a U.S. Department of Education-supported initiative led by PBS and CPB that EDC has studied for a decade and that has produced new findings on how to use transmedia resources to improve the school readiness of preschool children in low-income communities. She is also contributing her expertise to Digital Games as Analogical Sources for Science Learning, an NSF-funded study of how specific features of digital gameplay and subsequent instruction for middle-grade science learning can support consolidation and transfer of conceptual understanding beyond the game world.
She has coauthored several articles and chapters including, “Parent and Community Engagement and the Sustainability Challenge for Urban Education Reform” (in Education Reform in New York: Ambitious Change in the Nation’s Most Complex School System), “School Racial Composition and Young Children’s Cognitive Development” (in Integrating Schools in a Changing Society: New Policies and Legal Options for a Multiracial Generation), and “Instruction in High School: The Evidence and the Challenge” (The Future of Children). She presents her findings at the national conferences of organizations such as Games+Learning+Society, Association for Public Policy Analysis and Management, CHI PLAY, and the American Educational Research Association.
Prior to joining EDC, Silander was a research scientist at the Consortium for Policy Research in Education and served as a deputy and policy analyst for a member of the Los Angeles Board of Education.
Silander holds a BA in linguistics from Pomona College, an EdM in international education policy from Harvard Graduate School of Education, and a PhD in education policy from Columbia University. Her dissertation used quasi-experimental methods to examine the impact of school closure in New York City.