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Daniel Princiotta, PhD, is a quantitative education researcher with expertise in evaluation design, data science, causal analysis, and education policy. He has two decades of experience designing and executing education research and evaluation studies and providing technical assistance to national, state, and local education leaders. Princiotta’s research interests range from early childhood to postsecondary education, with focus areas including high school graduation, digital learning, educational technology, STEM (science, technology, engineering, and mathematics) education, socio-emotional learning, school choice, college and career pathways, and the interplay between poverty and schooling.
Princiotta leads various education research, evaluation, and data collection efforts at SRI. As a co-principal investigator on an Education Innovation and Research grant from the U.S. Department of Education, he is leading a multistate randomized controlled trial (RCT) impact evaluation of Johns Hopkins University’s Skills for Secondary School Success course module that aims to improve eighth-grade students’ socioemotional learning skills, calmness under pressure, and ability to self-manage schoolwork. He is also the principal investigator on a concurrent and predictive validity study of the YouthTruth student experiences survey, examining whether changes in school climate are associated with changes in student performance and graduation rates. Princiotta also leads family survey development for a study of remote and online students served by the Bureau of Indian Education and Tribally Controlled schools during the COVID-19 pandemic.
Additionally, Princiotta co-led a cluster RCT impact evaluation of an online supplemental mathematics program for students in Grades 3–5, led an outcomes evaluation of Long Beach Scholars, a program focused on boosting students’ engagement in STEM and socioemotional skills, and investigated the effects of a Science Research Mentoring Program on students’ STEM course-taking, exam performance, and school attendance. Via the Regional Educational Laboratory Appalachia, Princiotta led a training, coaching, and technical support project for the Kentucky Department of Education. For this project, he designed and executed a multilevel school effectiveness study focused on third graders’ literacy and numeracy performance and oversaw the development of a series of COVID-19 pandemic needs-sensing surveys of parents, teachers, school principals, and district superintendents.
Before joining SRI, Princiotta was the founder and principal research scientist at Bethesda Policy Research, a senior research scientist at Child Trends, and a research analyst at the American Institutes for Research. As a director of education at United Way Worldwide, Princiotta led the development of the organization’s strategic plan to cut the U.S. school dropout rate by half. When he was a senior policy analyst at the National Governors Association, Dr. Princiotta provided governors, their education policy advisors, chief state school officers, and state legislators with strategic consulting on dropout prevention and recovery, expanded learning, and evidence-based education policymaking.
Dr. Princiotta earned his PhD in education from Johns Hopkins University and his master’s degree in applied economics from the same institution.
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