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Katrina Woodworth, Ed.D, has a long record of research on K–12 school improvement efforts and more than 10 years of experience leading large mixed-methods research studies.
Woodworth specializes in evaluating efforts to ensure teaching quality and improve educational outcomes for underserved students. Ongoing studies related to teaching quality focus on the transition to the Common Core standards. She is currently co-leading two evaluations of Investing in Innovation (i3) programs designed to support secondary teachers with Common Core-aligned writing instruction: The National Writing Project’s College-Ready Writers Program (involving 44 high-poverty rural school districts) and the University of California, Irvine, Writing Project’s Pathway to Academic Success program (serving seven school districts in Southern California that serve large populations of English learners). Both evaluations rely on a randomized controlled trial (RCT) design and assess both program implementation and impact.
Current and recently completed studies of efforts to raise the achievement of underserved students include an evaluation of an International Baccalaureate pilot program that aims to increase low-income student participation in the IB Diploma Programme, an evaluation of an effort in the Oakland Unified School District to support personalized blended learning (by integrating face-to-face instruction with online learning), an examination of the implementation and impact of the KIPP (Knowledge Is Power Program) model in five San Francisco Bay Area schools, and an RCT on the effects of online learning as a strategy to extend learning time at Rocketship Education’s charter schools.
Woodworth has also conducted large-scale inventories of policies and practice, including a decade-long examination of the status of the teaching profession in California (known as Teaching and California’s Future), a Hewlett Foundation-supported study of the status of arts education in California that culminated in a suite of reports entitled An Unfinished Canvas, and a Bechtel Foundation-supported study on the status of science education in California.
Across these studies, Woodworth has repeatedly overseen the analysis of extant data (including student achievement data), developed and analyzed surveys, led case study work, and integrated qualitative and quantitative findings to communicate complex information to policy audiences and program developers.
Woodworth holds doctoral and master’s degrees in education from Harvard University.