Scientific Programmer/Analyst, SRI Education
Tejaswini Tiruke is a programmer on SRI’s evaluation of the Midwest Expansion of the Chicago Child-Parent Center (CPC) Program, which is funded by the U.S. Department of Education’s Investing in Innovation (i3) grant program. She also provides programming support on SRI’s evaluation of the McKnight Foundation’s Education and Learning Program, on an evaluation of the implementation and effectiveness of Minnesota’s Race to the Top-Early Learning Challenge programs, and on a randomized trial investigating the Cognitive Behavior Intervention for Trauma in Schools (CBITS) program being conducted in the San Francisco Unified School District.
Tiruke is primarily a SAS programmer, although she also has experience in SQL. Before joining SRI, she worked for major banking institutions. She is certified in SAS Base 9.2 and SAS Advanced 9.3, and has presented at a regional SAS user group.
Tiruke holds a bachelor’s degree in information technology from Shri Guru Gobind Singhji Institute of Engineering & Technology, Nanded, India.
Recent publications
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Mathematics, 3D Printing, and Computational Thinking Through Work-Based Learning (MPACT): An Education Innovation and Research (EIR) Grant Evaluation—Technical Report
This report presents findings from an evaluation of MPACT, which provides teacher professional development, and STEM industry mentoring and project-based learning for grade 4–7 students in geometry, computational thinking and…
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Sparking Connections: Evaluations of Mobile Messaging on Responsive Caregiving
Mobile messaging programs are a low-cost, scalable approach to building parents’ knowledge and capacity to support their children’s development. These programs directly deliver simple and straightforward information, tips, and activities…
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Associations of teacher characteristics with preschool suspensions and expulsions: Implications for supports
Preschool children subjected to suspension and expulsion miss valuable educational opportunities and are more likely to experience academic failure and grade retention. These forms of exclusionary discipline are more frequent…