Publications

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.

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.

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.

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.

Zavadsky H. (2016).

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

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.

Gray L. and Lewis L. (2016).

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

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

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

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.

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.

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?.

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.

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.

Gray L. and Lewis L. (2015).

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

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.

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., Faupel-Badger J.M., and Nelson D.E. (2015).

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

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.

Karl A.T., Yang Y., and Lohr S. (2014).

Computation of maximum likelihood estimates for multiresponse generalized linear mixed models with non-nested, correlated random effects.

Dougherty R.H., Lyman D.R., George P., Ghose S.S., Daniels A.S., Delphin-Rittmon M.E., and Braude L. (2014).

Consumer and family psychoeducation: Assessing the evidence.

O'Hara N., Munk T.E., Reedy K., D'Agord C., Inglish J., and DuRant S. (2014).

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

O'Hara N., Munk T.E., Reedy K., D'Agord C., Inglish J., and DuRant S. (2014).

Equity, inclusion, and opportunity: Addressing success gaps, white paper.

Gutmann B., Feldman J.M., Lucas-McLean J., Dynarski M., and Betts J. (2014).

Evaluation of the DC Opportunity Scholarship Program: An early look at applicants and participating schools under the SOAR Act.

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

About Us Careers

Westat Employees.
Westat Employee.
Client List
Centers for Disease Control and Prevention
Centers for Medicare & Medicaid Services
Substance Abuse and Mental Health Services Administration
The National Institutes of Health
AAA Foundation for Traffic Safety
The Johns Hopkins University
University of Maryland Baltimore Campus
University of Denver
U.S. Department of Veterans Affairs
U.S. Department of Transportation
U.S. Department of Justice
U.S. Department of Health and Human Services
U.S. Department of Education
U.S. Department of Agriculture
Toyota
The Verizon Foundation
Texas Education Agency
Baltimore Metropolitan Council
Teach for America
Social Security Administration
SiriusXM
Robert Wood Johnson Foundation
Organization for Economic Cooperation and Development
NYC Mayor’s Office for Economic Opportunity
National Science Foundation
Michigan Department of Health and Human Services
Maryland Cancer Registry
Internal Revenue Service
Georgia Department of Transportation
DC Public Schools
ClearWay Minnesota
Chicago Metropolitan Agency for Planning
University of Michigan
Forbes 2019: The Best Employers for DiversityForbes 2019: The Best Employers for Women

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 any other protected status under applicable law. Notices to Employees & Applicants.