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.

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.

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.

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. 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.

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.

Jones C.D., Milam A.J., Debnam K.J., and Bradshaw C.P. (2017).

School environments and obesity: The mediating role of personal stress.

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

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

Piesse A. and Feng C.X. (2017).

On correcting measurement error in the persistence rate estimator.

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.

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?.

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.

Zavadsky H. (2016).

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

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

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

Gray L. and Lewis L. (2016).

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

Smith A., Egan L.C., Tompson K., and Marbach-Ad G. (2016).

Faculty learning communities: A professional development model that fosters individual, departmental, and institutional impact.

Tourangeau R., Maitland A., and Yan H.Y. (2016).

Assessing the scientific knowledge of the general public: The effects of question format and encouraging or discouraging don't know responses.

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

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

Lohr S. (2015).

Red beads and profound knowledge: Deming and quality of education.

Egan L.C., Tompson K., and Marbach-Ad G. (2015).

A discipline-based teaching and learning center: A model for professional development.

Frechtling J.A., Merlino F.J., and Stephenson K. (2015).

The call to transform postsecondary STEM educational practices and institutional policies.

Roey S., Krenzke T., and Perkins R. (2015).

O privacy, where art thou?: Can 'dirty' data be your friend? Considering the impact on disclosure risk as illustrated in the education data context.

Brezis R.S., Weisner T., Daley T.C., Singhal N., Barua M., Chollera S., Fiore T.A., Becker E.A., Nero R.C., Tyree R.B., and Cook R.A. (2015).

Parenting a child with autism in India: narratives before and after a parent-child intervention program.

Boekeloo B.O., Jones C.D., Bhagat K., Siddiqui J., and Wang M.Q. (2015).

The role of intrinsic motivation in the pursuit of health science-related careers among youth from underrepresented low socioeconomic populations.

Troppe P., Milanowski A., Garrison-Mogren R., Webber A., Gutmann B., Reisner E., and Goertz M. (2015).

State, district, and school implementation of reforms promoted under the Recovery Act: 2009-10 through 2011-12.

Raue K. and Gray L. (2015).

Career paths of beginning public school teachers: Results from the first through fifth waves of the 2007-08 Beginning Teacher Longitudinal Study.

Gray L. and Lewis L. (2015).

Public school safety and discipline: 2013-14.

Gray L. and Taie S. (2015).

Public school teacher attrition and mobility in the first five years: Results From the first through fifth waves of the 2007-08 Beginning Teacher Longitudinal Study.

Gray L. and Lewis L. (2015).

Public-use data files and documentation (FRSS 106): School Safety and Discipline: 2013-14.

Gersten R., Rolfhus E., Clarke B., Decker L.E., Wilkins C., and Dimino J. (2015).

Intervention for first graders with limited number knowledge: Large-scale replication of a randomized controlled trial.

Malen B., Dayhoff J., Egan L.C., and Croninger R.G. (2015).

The challenges of advancing fiscal equity in a resource-strained context.

Tsakraklides S.P., Raue K., Spiegelman M., Faupel-Badger J.M., Nelson D.E., Izmirlian G., Ross K.H., and Miyaoka A. (2015).

Independent association of postdoctoral training with subsequent careers in cancer prevention.

Tsakraklides S.P., Raue K., Faupel-Badger J.M., and Nelson D.E. (2015).

Alumni perspectives on career preparation during a postdoctoral training program: A qualitative study.

Li J., Chen S., Krenzke T., and Mohadjer L. (2014).

Replication variance estimation for balanced sampling: An application to the PIAAC Study.

Troppe P., Milanowski A., Webber A., Gutmann B., Reisner E., and Goertz M. (2014).

State implementation of reforms promoted under the Recovery Act.

Dimitrov D.M., Frye M., Jurich S., Sayko S., and Lammert J.D. (2014).

A study on immediate effects of the first-year intervention under the Illinois Striving Readers Project.

Nooney J., Glos M., and White K. (2014).

The U.S. nursing workforce: Trends in supply and education – Results in brief.

Munk T.E., McMillian M., and Lewis N. (2014).

Compositional effects, segregation, and test scores: Evidence from the National Assessment of Educational Progress.

Van de Kerchkove W., Mohadjer L., and Krenzke T. (2014).

A weight trimming approach to achieve a comparable increase to bias across countries in the Programme for the International Assessment of Adult Competencies.

Morganstein D. and Wasserstein R. (2014).

ASA statement on value-added models.

Vericker T. (2014).

Children’s school-related food and physical activity behaviors are associated with BMI.

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