Mathematica is designing an evaluation framework and pilot data system that would enhance the National Science Foundation’s ability to monitor the Research Experiences for Undergraduates program and to conduct evaluations with increasing level of rigor in the future.
- Education policy and program evaluation
- Data analysis
- Regression discontinuity designs
- Cluster randomized experiments
- College and Career Readiness
- Teacher and Principal Effectiveness
- Effective Data Use
- Strengthening and Disseminating Research
Cecilia Speroni examines issues in education policy, including teacher and principal effectiveness; the use of data in education decision-making; and fostering student engagement in science, technology, engineering, and mathematics (STEM) fields. Her work includes large-scale impact evaluations in K–12 and higher education, and she is an expert in analytic methods and data analysis.
Speroni is the deputy director of the National Science Foundation’s evaluation of the Research Experiences for Undergraduates program. The program aims to provide students with research and mentorship opportunities in STEM fields. She is designing an evaluation framework and pilot data system for the study. She is also examining the impact of performance-based incentives for teachers and principals as part of a U.S. Department of Education project and is assessing the quality of education research for the Institute of Education Sciences’ What Works Clearinghouse.
Prior to joining Mathematica, Speroni held positions at the Community Research Center and American Institutes for Research. She has a Ph.D. in economics and education from Columbia University and is a reviewer for numerous journals including American Educational Research Journal, Economics of Education Review, and Educational Evaluation and Policy Analysis.
Research Experiences for Undergraduates: Developing an Evaluation Framework and Pilot-Testing a Longitudinal Tracking System
Pay-for-Performance: Evaluating the Teacher Incentive Fund
This study is evaluating these performance-based compensation systems to examine issues like the impact of pay-for-performance on student achievement and educator effectiveness, and helping to answer pressing policy questions about how the programs are designed, communicated, and implemented.
Our STEM Portfolio: Boosting Scientific and Technological Advancement
As the United States and other nations strive to lead the world in scientific discovery and innovation, assessing the success of policies and programs in STEM—science, technology, engineering, and mathematics—becomes increasingly important.