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IES Grant

Title: Postdoctoral Training Program in Experimental and Quasi-Experimental Methods for Education Research
Center: NCER Year: 2017
Principal Investigator: Jacob, Brian A. Awardee: University of Michigan
Program: Postdoctoral Research Training Program in the Education Sciences      [Program Details]
Award Period: 5 years (07/01/2017–06/20/2022) Award Amount: $712,000
Type: Training Award Number: R305B170015

Co-Principal Investigators: Dynarski, Susan; Weiland, Christina

Purpose: 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 Replication study Replication, including quasi-experimental and experimental research methods.

Project Activities: The program trained five fellows in four cohorts. Two fellows trained for 2 years each, 1 fellow trained for 1.5 years, and the remaining 2 fellows trained for 1 year each. Fellow training experiences included coursework, faculty-led research team projects, independent research, professional workshops, interdisciplinary seminars, research colloquia, administrative data management, academic writing, conference presentations, and experience building research practitioner partnerships.

Research projects that the fellows participated in made use of state and district longitudinal data systems. Fellow training emphasized how researchers develop a true partnership with practitioners or public agencies, and how to communicate research results to a non-technical audience, including policymakers. Fellows worked on projects housed within the University of Michigan's Education Policy Initiative and Youth Policy Innovation Lab. Many of these projects included partnerships with the Michigan Department of Education, the Michigan Department of Health and Human Services, and the Boston Public School's Department of Early Childhood.


Baron, E. Jason
Mussadiq, Tareena (ORCiD)
Solanki, Sabrina (ORCiD)
Thompson, Marissa (ORCiD)
Yeomans-Maldonado, Gloria (ORCiD)

Upon the completion of the grant in August, 2022, Dr. E. Jason Baron was an assistant professor of economics at Duke University; Dr. Tareena Musaddiq was a research analyst at Mathematica, Dr. Sabrina Solanki was an academic administrator at University of California, Irvine's Education Research Initiative; Dr. Marissa Thompson was an assistant professor of sociology at Columbia University; and Dr. Gloria Yeomans-Maldonado was an assistant professor of pediatrics at the University of Texas, Houston's Children's Learning Institute.

Related IES Projects:  Postdoctoral Training Program in Experimental and Quasi-Experimental Methods for Education Research (R305B110001)

Products and Publications

ERIC Citations: Find available citations in ERIC for this award here.

Selected Publications by the Fellows:

Baron, E.J., (2022). School Spending and Student Outcomes: Evidence from Revenue Limit Elections in Wisconsin. American Economic Journal: Economic Policy, 14 (1): 1–39. DOI: 10.1257/pol.20200226.

Baron, E. J., Goldstein, E. G., & Ryan, J. (2022). The Push for Racial Equity in Child Welfare: Can Blind Removals Reduce Disproportionality? The Journal of Policy Analysis and Management. (Forthcoming), Nov. 2022.

Gonzalez, J. E., Bengochea, A., Justice, L., Yeomans-Maldonado, G., & McCormick, A. (2019). Native Mexican Parents' Beliefs About Children's Literacy and Language Development: a Mixed-Methods Study. Early Education and Development, 30(2), 259–279.

Gross, M. & Baron, E.J. (2022). Temporary Stays and Persistent Gains: The Causal Effects of Foster Care. American Economic Journal: Applied Economics, 14 (2): 170–99.

Leyva, D., Shapiro, A., Yeomans-Maldonado, G., Weiland, C., Leech, K. (2022.) Positive Impacts of a Strengths-Based Family Program on Latino Kindergarteners' Narrative Language Abilities. Developmental Psychology 58 (5): 835–847.

Leyva, D., Weiland, C., Shapiro, A., Yeomans-Maldonado, G., & Febles, A. (2021). A Strengths-Based, Culturally Responsive Family Intervention Improves Latino Kindergarteners' Vocabulary and Approaches to Learning. Child Development, 93 (2): 451–467.

McPartlan, P., Solanki, S.M., Xu, D., Sato, B. (2020). Testing Basic Assumptions Reveals When (not) to Expect Mindset and Belonging Interventions to Succeed. AERA Open. DOI:10.1177/2332858420966994. IES funding acknowledged: R305B170015.

Mesa, C., & Yeomans-Maldonado, G. (2021). English and Spanish Predictors of Grade 3 Reading Comprehension in Bilingual Children. Journal of Speech, Language, and Hearing Research, 1–20.

Mesa, C., & Yeomans-Maldonado, G. (2019). The Role of PreK Spanish in Predicting First Grade English Word Reading Among Dual Language Learners. Journal of Speech, Language, and Hearing Research. 62(6): 1755–1774.

Solanki, S., Fitzpatrick, D., Jones, M.R., Lee, H. (2020). A Meta-Analytic Study of Social-Psychological Interventions in College: Examining Heterogeneity Effects by Study Context and Treated Population. Educational Research Review, 31(100359).

Xu, D. & Solanki, S. (2020). Tenure-Track Appointment for Teaching-Oriented Faculty? The Impact of Teaching and Research Faculty on Student Outcomes. Educational Evaluation and Policy Analysis. 42(1): 66–86.

Xu, D., Solanki, S., Fink, J. (2021). College Acceleration for All? Mapping Racial Gaps in Advanced Placement and Dual Enrollment Participation. American Educational Research Journal, (58)5, 954–992.

Xu, D., Solanki, S., & Harlow, A. (2020). Examining the Relationship between 2-Year College Entry and Baccalaureate Aspirants' Academic and Labor Market Outcomes: Impacts, Heterogeneity, and Mechanisms. Research in Higher Education. 61(3): 297–329.

Yeomans-Maldonado, G., & Mesa, C. (2021). The Association of the Home Literacy Environment and Parental Reading Beliefs with Oral Language Growth Trajectories of Spanish-English Bilingual Children. Early Childhood Research Quarterly, 57, 271–284.