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Rebecca A. Schmidt
Education Researcher, Center for Education Policy
Rebecca Schmidt, an education researcher in SRI International’s Center for Education Policy, has ten years of quantitative research experience in education. Schmidt has research design expertise and an interest in at-risk and minority populations and inequality in educational experiences.
At SRI, Schmidt is the quantitative co-lead on two randomized control trials evaluating new teacher induction supports in five large districts. The induction model being studied includes full-time mentors with extensive training. Mentors support no more than 15 beginning teachers and are expected to meet with their teachers an average of 60 minutes a week. The program provides a system of online formative assessment tools for use in these meetings. This project is funded by a federal Investing in Innovation (i3) validation and an i3 Scale Up grant. She is also the quantitative lead on projects examining migrant education, dropout prevention strategies, and early literacy.
Schmidt earned her Ph.D. in K–12 education policy from the Peabody School of Education at Vanderbilt University in 2013. In her dissertation, she examined the relationships between ability grouping, teacher practices and beliefs, and student outcomes. At Vanderbilt, Schmidt also worked on the Middle School Math in the Institutional Setting of Teaching (MIST) project, examining district supports for middle school mathematics teachers to improve their instructional practice.
Prior to Vanderbilt, Schmidt was a research analyst in the Chicago Public Schools Department of Applied Research. She evaluated programs and policies in Chicago and their impact on student achievement.
Schmidt also holds a master’s degree in social policy from the University of Chicago and a bachelor’s degree in creative writing and psychology from Macalester College in St. Paul, Minnesota.