Improving Lives Through Research®

Publications

Palmer J.E., Williams E., and Mennicke A. (2022).

Interpersonal violence experiences and disclosure patterns among lesbian, gay, bisexual, queer+, and heterosexual university students.

Journal of Family Violence, 37(3), 505-519.
Source | DOI
Nastasi B.K., Hitchcock J.H., Gutierrez R., and Oshrin S. (2022).

Promoting quality of mixed methods consultation research: A synergistic participatory framework.

Journal of Educational and Psychological Consultation, 32(1), 22-45.
Source | DOI
Bryan L.N., Brener N., Barker L., Lo A., and Underwood J.M. (2021).

US nationwide assessment of school health policies and practices using state-level data.

Health Education Journal, 80(6), 724-733.
Source | DOI
Garrison-Mogren R., Lewis L., and Troppe P.A. (2021).

State and district strategies to reduce dropouts.

(NCEE 2021-004). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
Source (PDF)
Isenberg E., Max J., Gleason P., and Deutsch J. (2021).

Do low-income students have equal access to effective teachers?.

Educational Evaluation and Policy Analysis.
Source | DOI
Krenzke T. and Li J. (2021).

Data protection toolkit’s playbook as demonstrated through the PIAAC Prison Study.

Proceedings of the Sixth International Conference on Establishment Statistics. Virtual: American Statistical Association.
Source (PDF)
Decker-Woodrow L.E. and Barfield D. (2021).

Combating systematic research inequality through multiple research approaches: Exploring the role of federal funding opportunities.

International Journal of Multiple Research Approaches, 13(1), 74-83.
Source | DOI
Feldman J., Flynn J., Dunderdale T., Miyaoka A., and Finster M. (2021).

Results of Maryland's system-level developmental mathematics pathway initiative.

MathAMATYC Educator, 13(1), 4-11.
Source (PDF)
Wells J. (2021).

Findings from the 2021 Teach For America National Principal Survey.

Rockville, MD: Westat.
Source (PDF)
Isenberg E. and Webber A. (2021).

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

(NCEE 2021-011). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
Source (PDF)
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?.

Crime & Delinquency.
Source | DOI
Isenberg E. and Webber A. (2021).

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

(NCEE 2021-006). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
Source (PDF)
Finster M. and Milanowski A. (2021).

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

Journal of Education Human Resources, 38(1), 54-74.
DOI
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.

Studies in Educational Evaluation, 68, 100969.
Source | DOI
Finster M. and Feldman J. (2021).

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

Journal of College Student Retention: Research, Theory & Practice.
Source | DOI
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.

Criminology & Public Policy, 19(3), 905-940.
Source | DOI
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.

(NCEE 2021-002). Washington, DC: National Center for Education Evaluation and Regional Assistance.
Source (PDF)
Gray L. and Lewis L. (2020).

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

(NCES 2020-048). Washington, DC: National Center for Education Statistics, U.S. Department of Education.
Source (PDF)
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.

Education Finance and Policy, 15(4), 736-760.
Source | DOI
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.

Education Policy Analysis Archives, 28(107), 1-36.
Source | DOI
Benton K., Butterfield K., Manian N., Molina M., and Richel M. (2020).

Returning to school: A toolkit for principals.

Rockville, MD: National Comprehensive Center at Westat.
Source (PDF)
Finster M.P. and Feldman J. (2020).

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

Journal of School Health, 90(9), 724-730.
Source | DOI | PubMed
Krenzke T., Mohadjer L., Li J., Erciulescu A.L., Fay R., Ren W., Van de Kerchkove W., Li L., and Rao J.N.K. (2020).

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

(NCES 2020-225). Washington, DC: U.S. Department of Education.
Source (PDF)
Krenzke T., Van de Kerchkove 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.

(NCES 2020-224). Washington, DC: National Center for Education Statistics, U.S. Department of Education.
Source (PDF)
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.

(NCEE 2019-4006). Washington, DC: Institute of Education Sciences, U.S. Department of Education.
Source (PDF)
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.

Washington, DC: Association of American Universities.
Source (PDF)
Munk T., O'Hara N., and Sulzberger L.A. (2019).

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

Rockville, MD: Westat.
Source (PDF)
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.

Washington, DC: Policy and Program Studies Service, Office of Planning, Evaluation, and Policy Development, U.S. Department of Education.
Source (PDF)
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.

Nicotine and Tobacco Research.
DOI | PubMed
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.

Advances in Neurodevelopmental Disorders.
DOI
Dynarski M., Rui N., Webber A., and Gutmann B. (2018).

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

(NCEE 2018-4010). Washington, DC: Institute of Education Sciences, U.S. Department of Education.
Source (PDF)
Mohadjer L. and Edwards B. (2018).

Paradata and dashboards in PIAAC.

Quality Assurance in Education, 26(2), 263-277.
DOI
Li J., Krenzke T., Mohadjer L., Van de Kerchkove 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.

Proceedings of the Survey Research Methods Section of the American Statistical Association (pp. 2078-2093). Alexandria, VA: American Statistical Association.
Source (PDF)
Young D.L. and Choi J. (2018).

Information and computer technologies for Improving international assessment.

In S. Swayze and V. Ford (Eds.), Innovative applications of knowledge discovery and information resources management (pp. 173-194). Hershey, PA: IGI Global.
Source
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.

Joint Commission Journal on Quality and Patient Safety, 44(10), 566-573.
DOI | PubMed
Gray L. and Lewis L. (2018).

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

(NCES 2018-028). Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education.
Source (PDF)
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.

American Psychologist, 73(4), 532-548.
DOI | PubMed
Daley T.C., Edwards J., Fiore T.A., and Johnson L. (2018).

National Evaluation of the State Deaf-Blind Projects.

NCEE 2018-4006. Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
Source (PDF)
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.

Journal of College Student Psychotherapy.
DOI
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.

Education Policy Analysis Archives, 26(41).
DOI
Decker L.E. (2018).

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

Journal of Research in Childhood Education, 32(1), 32-51.
DOI
Booth E., Shields J., and Carle J. (2017).

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

(REL 2018-278). Washington, DC: Regional Educational Laboratory Southwest, National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
Source (PDF)
Dynarski M., Rui N., Webber A., and Gutmann B. (2017).

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

(NCEE 2017-4022). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
Source (PDF)
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.

Proceedings of the Survey Research Methods Section of the American Statistical Association (pp. 561-570). Alexandria, VA: American Statistical Association.
Source
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.

(NCEE 2017-4014). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
Source
Milanowski A. (2017).

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

AERA Open, 3(1), 1-16.
DOI
Lietz P., Cresswell J.C., Rust K.F., and Adams R.J. (2017).

Implementation of large-scale education assessments.

New York, NY: Wiley.
DOI
Chen S. and Rust K.F. (2017).

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

Journal of Survey Statistics and Methodology, 5(2), 111-130.
DOI
Zavadsky H. (2016).

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

Journal of Educational Change, 17(4), 505-527.
DOI
Gray L. and Lewis L. (2016).

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

(NCES 2016-150). Washington, DC: National Center for Education Statistics, U.S. Department of Education.
Source (PDF)

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 Forbes 2021 The Best Employers for Veterans 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.