Senior Principal Education Researcher and Evaluation Methods Lead
Haiwen Wang, PhD, has expertise in quantitative research methods and extensive experience leading the design and execution of randomized control trials and quasi-experimental design studies for evaluations of teaching quality, school reform, STEM and digital learning programs. Her research interest also includes understanding moderating and mediating factors to program impact.
Wang’s current work includes a number of federally funded randomized controlled trials evaluating the impact and implementation of education programs, such as New Teacher Center’s EIR expansion, i3 scale-up and SEED grant studies, and the IES-funded replication study of ASSISTments online mathematics homework support. She is also investigating the impacts of the adoption of 1:1 technology in the Apple and ConnectED Research and CoolThink@JC, a computational thinking curriculum in Hong Kong. Wang also co-leads SRI’s evaluation methods working group.
Wang recently completed an NSF-funded study examining the effect of attending inclusive STEM high schools on student high school and postsecondary STEM outcomes, as well as moderators and mediators to these outcomes. Her past research at SRI also includes the evaluation of school reform programs, such as the Texas High School Project and San Francisco Bay Area KIPP schools; teacher professional development programs, such as the National Writing Project and Florida Master Teacher Initiative; state policy, such as California’s English Learner reclassification policy; online learning programs, such DreamBox, Reasoning Mind; 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 has published extensively in peer-reviewed journals, such as AERJ, AERA Open, Science Education, Journal of Research in Science Teaching, and Educational Assessment, as well as numerous presentations at SREE and AERA.
Wang received her PhD and MA in quantitative research methods in education from the University of California, Los Angeles, and her BA in English from Tianjin University in China.
- A Comprehensive Model of Teacher Induction: Implementation and Impact on Teachers and Students Evaluation of the New Teacher Center’s i3 Validation Grant, Final Report
- Evaluation of the Florida Master Technical Initiative Final Evaluation Findings
Recent publicationsmore +
This report is the first in a series from an implementation study being conducted by SRI International (SRI).
This report describes the methodology of Apple and ConnectED Research, a six-year study of the Apple and ConnectED Initiative that uses a variety of qualitative and quantitative methods to tell a comprehensive story of implementation and outcomes.
This study uses a meta-analytic approach to investigate the relationship between attending an inclusive STEM high school and a set of high school outcomes known to predict college entry and declaration of a STEM college major.
This report asks the questions, what does a promising start look like and what types of support can enable conditions for success?
With funding from a U.S. Department of Education Investing in Innovation (i3) scale-up grant, NTC tested strategies for scaling its validated induction model to 301 schools in five school districts serving high proportions of students of color and students from low-income households.
Elementary English learner classroom composition and academic achievement: The role of classroom-level segregation, number of english proficiency levels, and opportunity to learn
Using mixed methods, we investigated the association of the extent of English learner classroom-level segregation and number of EL English proficiency levels with elementary EL academic achievement.