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Predoctoral Interdisciplinary Research Training Programs in the Education Sciences


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FY Awards

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Stanford University Predoctoral Training Program in Quantitative Education Policy Analysis

Year: 2014
Name of Institution:
Stanford University
Goal: Training
Principal Investigator:
Reardon, Sean
Award Amount: $4,000,000
Award Period: 5 years (8/1/2014 - 7/31/2019)
Award Number: R305B140009


Co-Principal Investigator: Reininger, Michelle

In 2009, Stanford University established the Predoctoral Training Program in Quantitative Educational Policy Analysis (R305B090016). In this 2014 grant, Stanford continued to provide doctoral students in social science disciplines and in the School of Education with advanced training in state-of-the-art quantitative methods of discipline-based educational policy analysis. Educational policy, for the purposes of this program, encompasses federal and state educational policy as well as law and school district policies and practices pertaining to school leadership, human resources, curricula, and instructional practices, as well as the impact of other social policies (e.g., immigration law and policy) as they pertain specifically to educational processes and outcomes.

The program offered both 2-year and 4-year fellowships. Fellows participated in an interdisciplinary core curriculum consisting of coursework in education policy, discipline-based theory, and applied quantitative research methods. Fellows received additional training through research apprenticeships, a series of annual summer advanced training workshops, an ongoing educational policy analysis speaker series, and a series of annual conferences on educational policy analysis.

List of Completed Fellows: Below is a list of the 43 fellows who received funding support from this award and completed the training program.

Ahmed, Ishita Huffaker, Elizabeth Overbey, Lisa
Armstrong Carter, Emma John, June* Oyewole, Kemi (ORCID)
Boyle, Jessica Lang, David Podolsky, Anne (ORCID)
Chavez, Rosa Laryea, Krystal Ruedas-Gracia, Nidia (ORCID)
D'Apice, Hannah Lee, Monica Ga Lim Smith, Daniel Scott (ORCID)
Dell, Madison (ORCID) LiCausi, Taylor Song, David
Dizon Ross, Elise Lu, Amanda Sosina, Victoria
Dozier, Sara (ORCID) Markoff, Monique Stenhaug, Ben
Esbenshade, William Matheny, Kristen Kaylee (ORCID) Steyer, Lily (ORCID)
Fesler, Lillian (ORCID) McDaniel, Tyler Sun, Angela
Gagne, Joshua Mercado-Garcia, Diana (ORCID) Thompson, Marissa (ORCID)
Giebel, Sonia Morton, Emily Townley Flores, Carrie (ORCID)
Gilkes, Tamara Murphy, Mark Trejo, Sam (ORCID)
Gleit, Rebecca Orozco, Marlene (ORCID) Weathers, Ericka*
Horwitz, Ilana (ORCID)

* Also received funding through training grant R305B090016.

Project Website:

Related IES Projects: Stanford University Predoctoral Training Program in Quantitative Educational Policy Analysis (R305B090016)


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

Select Publications From Completed Fellows: IES is in the process of updating citations for training grants. In the meantime, you can find publications associated with this grant in ERIC and by using Google Scholar.


Santos, M., Palacios, M. C., Cheuk, T., Greene, R., Mercado-Garcia, D., Zerkel, L., Hakuta, K., & Skarin, R. (2018). Preparing English learners for college and career: Lessons from successful high schools. Teachers College Press.

Book chapter

Obradovic, J., & Steyer, L.(2022). Direct Assessment of Students' Executive Functions and Motivation in Elementary Classroom Settings. Measuring Noncognitive Skills in School Settings: Assessments of Executive Function and Social-Emotional Competencies, 11.

Journal Articles

Armstrong-Carter, E., Guassi Moreira, J. F., Ivory, S. L., & Telzer, E. H. (2020). Daily links between helping behaviors and emotional well-being during late adolescence. Journal of Research on Adolescence, 30(4), 943–955.

Armstrong-Carter, E., Miller, J. G., Hill, L. J., & Domingue, B. W. (2021). Young children's prosocial behavior protects against academic risk in neighborhoods with low socioeconomic status. Child Development, 92(4), 1509–1522.

Armstrong-Carter, E. Miller, J. Obradovic, J. (2021). Concurrent and lagged dynamic associations between parent-child behavioral and physiological synchrony during dyadic interaction tasks. Developmental Psychobiology , 63(7)1–25.

Armstrong-Carter, E., Sulik, M.J. Siyal, S. Yousafzai, A., J. Obradovic, J. (2020). Early and concurrent home stimulation: Unique and indirect links with fine motor skills among four-year-old children in rural Pakistan. Developmental Psychology, 57(6), 888.

Armstrong-Carter, E., & Telzer, E. H. (2021). Advancing measurement and research on youths' prosocial behavior in the digital age. Child Development Perspectives, 15(1), 31–36.

Armstrong-Carter, E., & Telzer, E. H. (2020). Family meals buffer the daily emotional risk associated with family conflict.Developmental Psychology, 56(11), 2110.

Armstrong-Carter, E., Trejo, S., Hill, L. J., Crossley, K. L., Mason, D., & Domingue, B. W. (2020). The earliest origins of genetic nurture: The prenatal environment mediates the association between maternal genetics and child development. Psychological science, 31(7), 781–791.

Armstrong-Carter, E., Wertz, J., & Domingue, B. W. (2021). Genetics and child development: Recent advances and their implications for developmental research. Child Development Perspectives, 15(1), 57–64.

Bromley, P., Overbey, L., Furuta, J., & Kijima, R. Education reform in the 21st century: Declining emphases in international organization reports, 1998–2018. Globalisation, Societies and Education, 19(1),23–40.

Burgos-Cienfuegos, R., Vasquez-Salgado, Y., Ruedas-Gracia, N., Greenfield, P. (2015). Disparate cultural values and modes of conflict resolution in peer relations: The experience of Latino first-generation college students. Hispanic Journal of Behavioral Sciences, 36(3), 365–397.

Chaturapruek, S., Dalberg, T., Thompson, M. E., Giebel, S., Harrison, M. H., Johari, R., Stevens, M. L., & Kizilcec, R. F. (2021). Studying Undergraduate Course Consideration at Scale. AERA Open.

Choi, M., D'Apice, H. K., Skinner, N. (2021). The rise of the organisational society in Canadian and U.S. textbooks: 1836–2011. Globalisation, Societies and Education, 19(1), 7–22.

Dee, T., & Dizon-Ross, E. (2019). School performance, accountability, and waiver reforms: Evidence from Louisiana. Educational Evaluation and Policy Analysis, 41(3), pp. 316–349.

Dee, T., & Murphy, M. (2020). Vanished classmates: The effects of local immigration enforcement on school enrollment. American Educational Research Journal, 57(2), 694–727.

Dizon-Ross, E., Loeb, S., Penner, E., & Rochmes, J. (2019). Stress in Boom Times: Understanding Teachers' Economic Anxiety in a High-Cost Urban District. AERA Open.

Domingue, B. W., Kanopka, K., Stenhaug, B., Soland, J., Kuhfeld, M., Wise, S., & Piech, C. (2021). Variation in respondent speed and its implications: Evidence from an adaptive testing scenario. Journal of Educational Measurement, 58(3), 335–363.

Domingue, B. W., Lang, D., Cuevas, M., Castellanos, M., Lopera, C., Mariño, J. P., Molina, A., & Shavelson, R. J. (2017). Measuring Student Learning in Technical Programs: A Case Study From Colombia. AERA Open.

Domingue, B. W., Trejo, S., Armstrong-Carter, E., & Tucker-Drob, E. M. (2020). Interactions between polygenic scores and environments: Methodological and conceptual challenges. Sociological Science, 7, 465–486.

Fesler, L., Dee, T., Baker, R., & Evans, B. (2019). Text as data methods for education research. Journal of Research on Educational Effectiveness, 12(4), 707–727.

Flores, C. T., Gerstein, A., Phibbs, C. S., & Sanders, L. M. (2021). Short-Term and Long-Term Educational Outcomes of Infants Born Moderately and Late Preterm. The Journal of Pediatrics, 232, 31–37.

Gargroetzi, E., Horn, I. S., Chavez, R., & Byun, S. Institution-identities in the Neoliberal era: Challenging differential opportunities for mathematics learning. Journal of Research in Mathematics Education.

Gargroetzi, E.C., Chavez, R.D., Munson, J., Langer-Osuna, J. M., & Lange, K. E. (2019). Can off-task be on track?. Phi Delta Kappan, 100(8), 62–66.

Gilmartin, S. K., Thompson, M. E., Morton, E., Jin, Q., Chen, H. L., Colby, A., & Sheppard, S. D. (2019). Entrepreneurial intent of engineering and business undergraduate students. Journal of Engineering Education, 108(3), 316–336. Full text

Hernandez, E., Suárez-Orozco, C., Cerda, J., Osei-Twumasi, O., Corral, M., Garcia, Y., Katsiaficas, D., & Ruedas-Gracia, N. (2019). Immigrant-Origin Students in Community College: How Do They Use Their Time on Campus?Teachers College Record, 121(7), 1–48.

Hussain, S., Domingue, B. W., LaFromboise, T. D., & Ruedas-Gracia, N. (2018). Factor analysis of the psychological sense of school membership scale with Native American youth. American Indian and Alaska Native Mental Health Research, 25(3), 26–51.

Jaquith, A., & Chavez, R. (2020). Coherent assistance in education improvement: How foundations can help. The Foundation Review, 12(2), 54–65.

John, J.P. (2017). Gender differences and the effect of facing harder competition. Journal of Economic Behavior & Organization, 143, 201–222.

Lamboy, L., & Amanda, L. (2017). The pursuit of college for all: Ends and means in 'no excuses' charter schools. Theory and Research in Education, 15(2), 202–229.

Langer-Osuna, J., Gargroetzi, E., Munson, J., & Chavez, R. (2020). Exploring the role of off-task activity on students' collaborative dynamics. Journal of Educational Psychology, 112(3), 514– 532.

Langer-Osuna, J., Munson, J.,Gargroetzi, E., Williams, I., & Chavez, R. (2020). "So what are we working on?": How student authority relations shift during collaborative mathematics activity. Educational Studies in Mathematics, 104(3), 333–349.

Lee, J., Dell, M., González Canché, M., Monday, A., & Klafehn, A. (2021). The hidden costs of corroboration: Estimating the effects of financial aid verification on college enrollment. Educational Evaluation and Policy Analysis, 43(2), 233–252.

Lin, J., Singh, S. Sha, L., Lang, D., Gasevic, D., & Chen, G. (2022). Is it a good move? Mining effective tutoring strategies from human–human tutorial dialogues. Future Generation Computer Systems, 127,194–207.

Martschenko, D., Trejo, S., & Domingue, B. W. (2019). Genetics and Education: Recent Developments in the Context of an Ugly History and an Uncertain Future. AERA Open.

Morton, E. (2021). Effects of four–day school weeks on school finance and achievement: Evidence from Oklahoma. Educational Researcher, 50(1), 30–40.

Obradovic, J., & Armstrong-Carter, E. (2020). Addressing educational inequalities and promoting learning through studies of stress physiology in elementary school students. Development and Psychopathology, 32(5), 1899–1913.

Robinson, C. D., Gallus, J., Lee, M. G., & Rogers, T. (2021). The demotivating effect (and unintended message) of awards. Organizational Behavior and Human Decision Processes, 163, 51–64. Full text

Robinson, C. D., Lee, M. G., Dearing, E., & Rogers, T. (2018). Reducing student absenteeism in the early grades by targeting parental beliefs.American Educational Research Journal, 55(6), 1163–1192. Full text

Thompson, M. E. (2021). Grade expectations: The role of first-year grades in predicting the pursuit of STEM majors for first-and continuing-generation students. The Journal of Higher Education, 92(6), 961–985.

Trejo, S., Belsky, D. W., Boardman, J. D., Freese, J., Harris, K. M., Herd, P., ... & Domingue, B. W. (2018). Schools as moderators of genetic associations with life course attainments: evidence from the WLS and Add Heath. Sociological science, 5, 513–540.

Trejo, S., & Domingue B. W. (2019). Genetic nature or genetic nurture? Introducing social genetic parameters to quantify bias in polygenic score analyses. Biodemography and Social Biology, 64(3–4), 187–215.

Song, D. S. (2018). Questioning, reinventing, and appropriating cultural heritage: A comparative ethnographic study of complementary Chinese language schools. AmerAsia Journal, 44(3) 1–25.

Sosina, V. E., & Weathers, E. S. (2019). Pathways to inequality: Segregation and racial disparities in school district expenditures. AERA Open, 5(3), 1–15. Full text

Steyer, L., Townley-Flores, C., Sulik, M. J., & Obradovic, J. (2022). Universal screening of hunger, tiredness, and sickness: Implications for kindergarten readiness and racial/ethnic disparities. Early Education and Development.

Trejo, S., Belsky, D. W., Boardman, J. D., Freese, J., Harris, K. M., Herd, P., Sicinski, K., & Ben Domingue (2018). Schools as moderators of genetic associations with life course attainments: Evidence from the WLS and add health. Sociological Science, 5, 513– 540. Full text

Proceedings Alvero, A. J., Arthurs, N., Antonio, A. L., Domingue, B. W., Gebre-Medhin, B., Giebel, S., & Stevens, M. L. (2020). AI and holistic review: informing human reading in college admissions. In Proceedings of the AAAI/ACM Conference on AI, Ethics, and Society (pp. 200–206).

Lang, D. (2019). Strategic omission and risk aversion: A bias-reliability tradeoff. In Companion Proceedings 9th International Conference on Learning Analytics & Knowledge (LAK19), pp 520–527.  Full text

Lang, D., Kindel, A., Domingue, B., & Paepcke, A. (2017). Making the grade: How learner engagement changes after passing a course. In Proceedings of the 10th International Conference on Educational Data Mining, pp 199–201.Full text

Lang, D., Stenhaug, B., & Kizilcec, R. (2019). Keystrokes, Edit Distance, and Grading Rules: Psychometric Properties of Short Answer Items.In Proceedings of American Educational Research Association (AERA 2019). ACM, New York, NY, USA, 6 pages. Full text

Mongkhonvanit, K., Kanopka, K., & Lang, D. (2019). Deep knowledge tracing and engagement with MOOCs. In Proceedings of the 9th International Conference on Learning Analytics & Knowledge (pp. 340–342).

Salganik, M. J., … Gagne, J., … Mercado-Garcia, D., et al. (2021). Measuring the predictability of life outcomes with a scientific mass collaboration: Correction. PNAS Proceedings of the National Academy of Sciences of the United States of America, 118(50), Article e2118703118.

Updated November 2022