Publications

Wells J. (2021).

Findings from the 2021 Teach For America National Principal Survey.

Isenberg E. and Webber A. (2021).

State and district use of Title II, Part A funds in 2019-20.

Crosse S., Gottfredson D.C., Bauer E.L., Tang Z., Harmon M.A., Hagan C.A., and Greene A.D. (2021).

Are effects of school resource officers moderated by student race and ethnicity?.

Isenberg E. and Webber A. (2021).

State and district use of Title II, Part A funds in 2018–19.

Finster M. and Milanowski A. (2021).

Assessing teachers’ perceptions of alignment of human capital management of teacher leadership initiatives.

Munk T., Rui N., Zhu W., and Carlson E. (2021).

Using state data sets and meta-analysis of low-powered studies to evaluate a school-based dropout prevention program for students with disabilities.

Finster M. and Feldman J. (2021).

Cost-effectiveness of a statistics-based approach to developmental mathematics education.

Gottfredson D.C., Crosse S., Tang Z., Bauer E.L., Harmon M.A., Hagen C.A., and Greene A.D. (2020).

Effects of school resource officers on school crime and responses to school crime.

Gray L. and Lewis L. (2020).

Teachers’ use of technology for school and homework assignments: 2018–19.

Troppe P., Isenberg E., Milanowski A., Garrison-Mogren R., Rizzo L., Gill B.P., Ross C., Dillon E., and Li A. (2020).

The transition to ESSA: State and district approaches to implementing Title I and Title II-A in 2017–18.

Clark M.A. and Isenberg E. (2020).

Do Teach For America corps members still improve student achievement? Evidence from a randomized controlled trial of Teach For America's scale-up effort.

Chaney B., Braun H., and Jenkins F. (2020).

Novice middle school teachers’ preparedness for teaching, and the helpfulness of supports: A survey of one state.

Benton K., Butterfield K., Manian N., Molina M., and Richel M. (2020).

Returning to school: A toolkit for principals.

Finster M.P. and Feldman J. (2020).

Cost-effectiveness of 2 support models for a healthy school initiative.

Krenzke T., Mohadjer L., Li J., Erciulescu A.L., Fay R., Ren W., Van de Kerckhove W., Li L., and Rao J.N.K. (2020).

Program for the International Assessment of Adult Competencies. State and county estimation methodology report.

Krenzke T., Van de Kerckhove W., Thornton N., Diaz-Hoffmann L., Hogan J., Mohadjer L., Li L., Li J., Yamamoto K., Khorramdel L., and Ali U. (2019).

U.S. Program for the International Assessment of Adult Competencies (PIAAC) 2012/2014/2017: Main Study, National Supplement, and PIAAC 2017 technical report.

Webber A., Rui N., Garrison-Mogren R., Olsen R.B., and Gutmann B. (2019).

Evaluation of the DC Opportunity Scholarship Program: Impacts three years after students applied.

Cantor D., Fisher B., Chibnall S., Harps S., Townsend R., Thomas G., Lee H., Kranz V., Herbison R., and Madden K. (2019).

Report on the AAU Campus Climate Survey on Sexual Assault and Misconduct.

Munk T., O'Hara N., and Sulzberger L.A. (2019).

Examining representation and identification: Over, under, or both? (Version 2.0).

Zehler A.M., Miyaoka A., Chaney B., Orellana V., Vahey P., Torre Gibney D., Yee K., and Yilmazel-Sahin Y. (2019).

Supporting English learners through technology: What districts and teachers say about digital learning resources for English learners. Volume I: Final report.

Di Frances C.D., Childs E., Fetterman J.L., Villanti A.C., Stanton C.A., Russo A.R., Hirsch G.A., Solis A.C., and Benjamin E.J. (2019).

Implementing and evaluating a mentor training to improve support for early-career scholars in tobacco regulatory science.

Palmer S.B., Fleming K.K., Summers J.A., Erwin E.J., Maude S.P., Brotherson M.J., Stroup-Rentier V., Haines S.J., Zheng Y.Z., Peck N.F., and Wu H.-Y. (2019).

Foundations for self-determination in early childhood: Preliminary preschool study.

Dynarski M., Rui N., Webber A., and Gutmann B. (2018).

Evaluation of the DC Opportunity Scholarship Program: Impacts two years after students applied.

Mohadjer L. and Edwards B. (2018).

Paradata and dashboards in PIAAC.

Li J., Krenzke T., Mohadjer L., Van de Kerckhove W., Li L., Ren W., and Adbaru H.H. (2018).

Choice of small area models based on sample designs and availability of auxiliary data in PIAAC study.

Young D.L. and Choi J. (2018).

Information and computer technologies for Improving international assessment.

Carpenter D., Hassell S., Mardon R., Fair S., Johnson M., Siegel S., and Nix M. (2018).

Using learning communities to support adoption of health care innovations.

Tipton E. and Olsen R.B. (2018).

A review of statistical methods for generalizing from evaluations of educational interventions.

Gray L. and Lewis L. (2018).

Career and technical education programs in public school districts: 2016-17: First Look Report.

Hall K.L., Vogel A.L., Huang G.C., Serrano K.J., Rice E.L., Tsakraklides S.P., and Fiore S.M. (2018).

The science of team science: A review of the empirical evidence and research gaps on collaboration in science.

Daley T.C., Edwards J., Fiore T.A., and Johnson L. (2018).

National Evaluation of the State Deaf-Blind Projects.

Story A.E., Carpenter-Song E.A., Acquilano S.C., Becker D.R., and Drake R.E. (2018).

Mental health leaves of absence in college and therapy: A qualitative study of student experiences.

Finster M.P. and Milanowski A. (2018).

Teacher perceptions of a new performance evaluation system and their influence on practice: A within- and between-level analysis.

Decker L.E. (2018).

The relationship between internal teacher profiles and the quality of teacher-child interactions in prekindergarten.

Booth E., Shields J., and Carle J. (2017).

Advanced course completion rates among New Mexico high school students following changes in graduation requirements.

Dynarski M., Rui N., Webber A., and Gutmann B. (2017).

Evaluation of the DC Opportunity Scholarship Program: Impacts after one year.

Stuart E.A., Bell S.H., Ebnesajjad C., Olsen R.B., and Orr L.L. (2017).

Characteristics of school districts that participate in rigorous national educational evaluations.

Riddles J., Burke J., Rivero G., and Rust K.F. (2017).

Adjustments to student weights to account for student nonresponse in the National Assessment of Educational Progress.

Troppe P., Milanowski A., Heid C., Gill B., Ross C., and Johnson E. (2017).

Implementation of Title I and Title II-A Program Initiatives: Results from 2013-14.

Milanowski A. (2017).

Lower performance evaluation practice ratings for teachers of disadvantaged students: Bias or reflection of reality?.

Lietz P., Cresswell J.C., Rust K.F., and Adams R.J. (2017).

Implementation of large-scale education assessments.

Chen S. and Rust K.F. (2017).

An extension of Kish's formula for design effects to two- and three-stage designs with stratification.

Bell S.H., Olsen R.B., Orr L.L., and Stuart E.A. (2016).

Estimates of external validity bias when impact evaluations select sites nonrandomly.

Egan L.C., Marbach-Ad G., and Thompson K. (2016).

A disciplinary teaching and learning center: Applying pedagogical content knowledge to faculty development.

Feldman J.M., Betts J., and Dynarksi M. (2016).

Applying to the DC Opportunity Scholarship Program: How do parents rate their children's current schools at time of application and what do they want in new schools?.

Zavadsky H. (2016).

Bringing effective instructional practice to scale in American schools: Lessons from the Long Beach Unified School District.

Gray L. and Lewis L. (2016).

Programs and services for high school English learners in public school districts: 2015-16: First Look Report.

Rampey B., Finnegan R., Goodman M., Mohadjer L., Krenzke T., Hogan J., and Provasnik S. (2016).

Skills of the U.S. unemployed, young, and older adults in sharper focus: Results from the Program for the International Assessment of Adult Competencies (PIAAC) 2012/2014: First look.

O'Hara N., Munk T.E., Reedy K., and D'Agord C. (2016).

Equity, inclusion, and opportunity: Addressing success gaps, rubric.

Feldman J.M., Dynarski M., and Betts J. (2016).

Evaluation of the DC Opportunity Scholarship Program: Features of schools in DC.

Want to work with us?
You’ll be in great company.

About Us Careers

Westat Employees.
Westat Employee.
AAA Foundation for Traffic Safety
Baltimore Metropolitan Council
Centers for Disease Control and Prevention
Centers for Medicare & Medicaid Services
Chicago Metropolitan Agency for Planning
DC Public Schools
Georgia Department of Transportation
Internal Revenue Service
Leadership Montgomery
Maryland Cancer Registry
Michigan Department of Health and Human Services
National Science Foundation
NYC Mayor’s Office for Economic Opportunity
Organization for Economic Cooperation and Development
Robert Wood Johnson Foundation
SiriusXM
Social Security Administration
Substance Abuse and Mental Health Services Administration
Teach for America
Texas Education Agency
The Johns Hopkins University
The National Institutes of Health
The Verizon Foundation
Toyota
U.S. Department of Agriculture
U.S. Department of Education
U.S. Department of Health and Human Services
U.S. Department of Justice
U.S. Department of Transportation
U.S. Department of Veterans Affairs
University of Maryland Baltimore Campus
University of Michigan
University System of Maryland
Explore Our Clients

Please wait...

Forbes 2021 The Best Employers for Women Powered by StatistaForbes 2021 The Best Employers for Diversity Powered by StatistaForbes 2021: America's Best Midsize Employer Powered by Statista

Westat is an Equal Opportunity Employer and does not discriminate on the basis of race, creed, color, religion, sex, national origin, age, veteran status, disability, marital status, sexual orientation, citizenship status, genetic information, gender identity or expression, or any other protected status under applicable law. Notices to Employees & Applicants.