Kristin Hallgren

Kristin Hallgren

Senior Researcher
Areas of Expertise
  • Qualitative methods and research
  • Project management
  • Education evaluations
  • Implementation research
Topics
  • Education
  • School Reform
  • Teacher and Principal Effectiveness
  • Effective Data Use
  • Teacher and Principal Preparation and Support
  • Quality Measurement
About Kristin

Kristin Hallgren specializes in conducting in-depth, qualitative research on educational interventions. She also has expertise in evaluating school turnaround, teacher supports, and data-driven decision making strategies in education.

Hallgren focuses on education research, though her work has spanned projects such as the What Works Clearinghouse, federal Title I and Title II programs, Head Start, and home visiting programs. She currently directs a multi-year evaluation of a comprehensive school turnaround strategy in the Atlanta Public Schools that includes implementation and impact analyses. She also directed an evaluation investments designed to enhance education agencies’ strategic use of data where she oversaw three implementation studies. On an evaluation of the federal Race to the Top and School Improvement Grant initiatives, she was a content area expert advising on development of protocols, data collection instruments, and reports, examining how states and districts use grant funds to improve teacher quality. In addition, she is the deputy project director of an evaluation of the Teacher Incentive Fund.

Before joining Mathematica in early 2005, Hallgren was a public secondary social studies school teacher, where she was a district mentor and worked with student teachers in their teacher training programs. She has an M.A. in policy studies from the University of Washington.

Key Projects
  • Strategic Data Use in Education
    Strategic Data Use in Education

    Mathematica’s evaluation examined the implementation, key challenges, and promising strategies of initiatives that supported the strategic use of education data at the state and district levels.

  • 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.