Lashawn Richburg-Hayes

Insight Policy Research, Inc

About

Lashawn Richburg-Hayes (Ph.D., economics, Princeton University), a vice president at Insight Policy Research, leads Insight’s work in education, which emphasizes finding ways to improve academic outcomes among at-risk and vulnerable students. Prior to joining Insight, she was the director of MDRC’s Young Adults and Postsecondary Education policy area, which focused on conducting randomized controlled trials (RCTs) of innovative interventions geared to improve academic success and graduation rates among low-income students in community colleges and open and broad access to 4-year universities. In her current position, in addition to conducting program evaluations, she conducts continuous improvement cycles, rapid-cycle evaluations, and leads a team that provides technical assistance to state education agencies and local education agencies. Dr. Richburg-Hayes’ current IES grant focuses on mixed methods evaluation of a student success program designed for males of color. Dr. Richburg-Hayes is a board member and the current president for the Society for Research in Educational Effectiveness (SREE) and the founding board member of SREE’s Researchers of Color interest group.

Associated IES Content

Grant

Performance-Based Scholarship Demonstration — An Alternative Financial Aid Program to Incentivize Academic Success

The project will extend an ongoing randomized control trial, known as the Performance-Based Scholarship (PBS) Demonstration that is evaluating the impacts of incentive scholarships on postsecondary outcomes for low-income college students. The PBS Demonstration began in 2008 and has recruited over 10,000 students across four states. Funded by other sources, the PBS Demonstration tracks college students' academic outcomes for up to two years after random assignment. This project will further ...
Federal funding program:
Education Research Grants
Award number:
R305A110204

Single-Session Panels FY2024

FY2024 Single-Session Peer Review Panel

Program Information

Welcome to the 2022 IES Principal Investigators Meeting! Our theme this year is Advancing Equity and Inclusion in the Education Sciences. Over the past 20 years, IES has supported rigorous and relevant research to help identify, measure, and address disparities in education access and outcomes. However, disparities persist and have been further exacerbated by COVID-19, underscoring the importance of advancing equity and inclusion in the education sciences.

FY2023

FY2023 Single-Session Peer Review Panel

FY2022

FY2022 Education Systems and Broad Reform Peer Review Panel

FY2021

FY2021 Education Systems and Broad Reform Peer Review Panel

FY2020

FY2020 Education Systems and Broad Reform Peer Review Panel

FY2019

FY2019 Single-Session Peer Review Panel

FY2019

FY2019 Education Systems and Broad Reform Peer Review Panel

FY2018

FY2018 Single-Session Peer Review Panel

FY2018

FY2018 Education Systems and Broad Reform Peer Review Panel

FY2017

FY2017 Education Systems and Broad Reform Peer Review Panel

FY2016

FY2016 Education Systems and Broad Reform Peer Review Panel
Grant

The Men of Color College Achievement (MoCCA) Project

In partnership with the Community College of Baltimore County (CCBC), this research team will refine and evaluate a college success course combined with a set of services designed to boost the success of male students of color. This project addresses the problem that college completion rates for men of color at open- and broad-access postsecondary institutions lag behind completion rates for most other students. The team will complete both development and evaluation activities for an interve...
Federal funding program:
Research Networks Focused on Critical Problems of Education Policy and Practice
Award number:
R305N160025

FY2015

FY2015 Education Systems and Broad Reform Peer Review Panel

FY2014

FY2014 Education Systems and Broad Reform Peer Review Panel
Grant

Center for the Analysis of Postsecondary Readiness

During the past 40 years, the United States has made major advances in expanding access to postsecondary education, but many students arrive at college without the requisite English and math skills to perform college-level work. Community colleges and other open-access institutions have traditionally responded by placing such students into sequential developmental (or remedial) education courses with outdated curricula and instructional practices. Unfortunately, research indicates that stude...
Federal funding program:
Education Research and Development Centers
Award number:
R305C140007