Publications

Erciulescu A., Ren W., Li J., Krenzke T., Mohadjer L., and Fay R. (2022).

Program for the International Assessment of Adult Competencies (PIAAC): County-level estimation for age and education groups methodology report.

Finster M. and Lamitie A. (2022).

Leaning in on management to empower teacher leaders.

Li J., Krenzke T., Ren W., Mohadjer L., Fay R., and Erciulescu A. (2022).

Program for the International Assessment of Adult Competencies (PIAAC): State-level estimation for age and education groups methodology report.

Bryan L.N., Smith-Grant J., Brener N., Kilmer G., Lo A., Queen B., and Underwood J.M. (2022).

Electronic versus paper and pencil survey administration mode comparison: 2019 Youth Risk Behavior Survey.

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

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

Nastasi B.K., Hitchcock J.H., Gutierrez R., and Oshrin S. (2022).

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

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.

Garrison-Mogren R., Lewis L., and Troppe P.A. (2021).

State and district strategies to reduce dropouts.

Isenberg E., Max J., Gleason P., and Deutsch J. (2021).

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

Krenzke T. and Li J. (2021).

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

Decker-Woodrow L.E. and Barfield D. (2021).

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

Feldman J., Flynn J., Dunderdale T., Miyaoka A., and Finster M. (2021).

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

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., 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 Kerchkove W., Li L., and Rao J.N.K. (2020).

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

Tourangeau K., Nord C., Lê T., Wallner-Allen K., Vaden-Kiernan N., Blaker L., and Najarian M. (2019).

Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K:2011) User's manual for the ECLS-K:2011 Kindergarten-fifth grade data file and electronic codebook, public version.

Murangi K., Perkins R., and Tang J. (2019).

Findings and Recommendations from the National Assessment of Educational Progress (NAEP) 2017 Pilot Study of the Middle School Transcript Study (MSTS): Methodological Report.

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.

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.

Tourangeau K., Nord C., Lê T., Wallner-Allen K., Vaden-Kiernan N., Blaker L., and Najarian M. (2018).

Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K:2011): User's manual for the ECLS-K:2011 Kindergarten-fourth grade data file and electronic codebook, public version.

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 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.

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.

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., 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.

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