Christina Weiland
About
Christina Weiland is an Assistant Professor at the University of Michigan. Her research focuses on the effects of early childhood interventions and public policies on children’s development, especially on children from low-income families. Dr. Weiland is particularly interested in the active ingredients that drive children’s gains in at-scale public preschool programs. Her work has been funded by the U.S. Department of Education Institute of Education Sciences, the U.S. Department of Health and Human Services, the Smith-Richardson Foundation, Chile’s Ministry of Education, and the University of Michigan. She has won awards from multiple professional organizations for her work, including a 2013 Society for Research in Child Development (SRCD) Best Dissertation Award, a 2014 National Academy of Education/Spencer Foundation Postdoctoral Fellowship, and the 2018 Association for Education Finance and Policy Early Career Award. She holds a B.A. from Dartmouth College, an M.A. from the Harvard Graduate School of Education, and an Ed.D. in quantitative policy analysis in education from the Harvard Graduate School of Education.
Associated IES Content
Program Information
2019 Program Information includes Agenda, Speakers and Posters
FY2022
FY2022 Early Intervention and Early Childhood Education Peer Review Panel
Grant
Longitudinal Impacts of the Boston Prekindergarten Program Through Early Adulthood
Decades of research shows that children who attend preschool enter kindergarten with stronger school readiness skills. However, questions about how long the benefits of preschool last have persisted since the first major public investment in preschool in the U.S in the 1960s. In partnership with the Boston Public Schools (BPS), researchers will conduct a follow-up study of the impacts of the Boston Prekindergarten (Pre-K) Program into early adulthood. Researchers will follow four cohorts of ...
Federal funding program:
Award number:
R305A220036
FY2021
FY2021 Early Intervention and Early Childhood Education Peer Review Panel
Grant
A Lottery-Based Efficacy Study of the District of Columbia Public Prekindergarten Program
While the evidence on short- and longer-term prekindergarten efficacy has grown in recent years, nearly all existing research comes from studies of programs for 4-year-olds. Increasing policy interest in programs for 3-year-olds, persistent disparities in access, and theories and evidence from economics, neuroscience, and developmental psychology highlight the need for new research so that policymakers, practitioners, and the public can make informed choices about investments in children's s...
Federal funding program:
Award number:
R305A210506
Grant
Training Program in Causal Inference in Education Policy Research at the University of Michigan
The current focus of this program is to train doctoral students to design and implement research that yields causal estimates of the effects of education policies in collaborative partnerships with education agencies
Federal funding program:
Award number:
R305B200011
FY2019
FY2019 Early Intervention and Early Childhood Education Peer Review Panel
Grant
Postdoctoral Training Program in Experimental and Quasi-Experimental Methods for Education Research
The University of Michigan Postdoctoral Training Program in Experimental and Quasi-Experimental Methods for Education Research prepared five fellows to conduct education research relevant to NCER topic areas Early Learning Programs and Policies, English Learners, Literacy, Improving Education Systems, and Postsecondary and Adult Education. The fellows received training in research methods that would meet the methodological standards of an IES Exploration, Initial Efficacy, Effectiveness, or ...
Federal funding program:
Award number:
R305B170015
Grant
Boston P-3: Identifying Malleable Factors for Promoting Student Success
This research team will work in collaboration with Boston Public Schools to identify policies, classroom-level factors, and school experiences that are associated with children's school success during pre-k and early elementary school grades. The researchers will collect qualitative and quantitative data to address three issues: 1) how students' cumulative experiences within and across settings affect their development over time; 2) how students' characteristics and skills interact dynamical...
Federal funding program:
Award number:
R305N160018
Grant
Predoctoral Training Program in Causal Inference in Education Policy Research at University of Michigan
The University of Michigan established its predoctoral training program in causal inference in education policy research (CIEPR) to train doctoral students to conduct causal research on the effects of education policies on student outcomes and to convey research findings to policymakers and practitioners.
Federal funding program:
Award number:
R305B150012
Grant
Sustaining the Boost: Longitudinal Impacts of the Boston Prekindergarten Program and Variation in Impacts
Rigorous evaluations of public prekindergarten programs have confirmed that children enrolled in these programs have higher language, literacy, and mathematics outcomes at kindergarten entry, on average. A prior IES-funded study of the Boston Public Schools (BPS) prekindergarten program extended this evidence base. In a regression discontinuity (RD) study of over 2,000 children, the researchers found that the BPS program had moderate-to-large impacts on children's language, literacy, and mat...
Federal funding program:
Award number:
R305A140059
Grant
Preparing to Succeed: An Efficacy Trial of Two Early Childhood Curricula
Given the current interest in national and state initiatives to expand early childhood programming, questions of under what conditions impacts can be sustained, and for whom, are of great practical importance. Among the unanswered questions in the literature are the effects of a uniform curriculum across a large-scale program and how such impacts vary depending on the specific curricula used. The proposed regression discontinuity study addresses this gap in the literature by examining the i...
Federal funding program:
Award number:
R305A090209
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