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Senior Researcher, Center for Education Policy
Haiwen Wang, Ph.D., has expertise in quantitative research design, statistical modeling and applying rigorous research methodology in evaluation studies. She has extensive experience designing and executing experimental and quasi-experimental studies for impact evaluation in education.
Wang is a co-principal investigator on an NSF-funded study examining the effect of attending inclusive STEM (science, technology, engineering, and mathematics) high schools on student high school achievement, postsecondary STEM education and career interests in Texas, North Carolina and Ohio. Using a quasi-experimental design, the study combines data from researcher-developed student survey with state longitudinal student data systems to disentangle ISHS effect from student background characteristics, prior achievement and past STEM experiences.
Wang is also leading the quantitative studies for two cluster-randomized control trials evaluating the impacts of the New Teacher Center’s (NTC) induction program and general coaching model on teacher and student outcomes. The evaluation of NTC’s induction program, conducted in five large districts across the country, is a scale-up study supported by a federal Investing in Innovation (i3) grant. The NTC coaching model evaluation is funded by a federal Supporting Effective Educators (SEED) grant. Wang also leads the quasi-experimental impact study of an innovative pilot program to teach computer programming and computational thinking to students in Hong Kong schools.
Her past research at SRI includes the evaluation of school reform/charter schools such as the Texas High School Project, San Francisco Bay Area KIPP schools, and the Renaissance 2010 schools in Chicago; teacher professional development programs such as the National Writing Project, NTC and Florida Master Teacher’s program; state policy such as California’s EL reclassification policy; and curriculum and online learning programs such as Content Rich Vocabulary curriculum, math software programs, and online learning in general.
Before joining SRI, Wang worked for the National Center for Research on Evaluation, Standards, and Student Testing (CRESST) at the University of California, Los Angeles. There, she participated in a series of studies evaluating different aspects of standard-based performance assessments and how different instructional interventions affect student performance on these assessments. Her previous work also includes evaluating the impact of grade retention and ability grouping/academic tracking on student achievement.
Wang received her Ph.D. and M.A. in quantitative research methods in education from the University of California, Los Angeles, and her B.A. in English from Tianjin University in China.