The Ewing Marion Kauffman Foundation has focused efforts on improving education for children in its home city of Kansas City, Missouri. The foundation operated several programs that addressed the challenges faced in urban education, leading it to establish a charter school in 2011.
- Survey design
- Survey data collection
- Cognitive interviewing
- Qualitative interviews and focus groups
- School Choice and Charters
- Family Support
- Youth Development
- Early Childhood
- Systematic Evidence Reviews
Scott Richman has extensive experience in managing data collection activities, designing survey instruments and interview protocols, and conducting qualitative interviews for education and family-related projects.
He currently contributes to a number of notable education projects. He directs a project for the Kellogg Foundation, which will help the foundation understand the extent to which grantees’ activities align with its Theory of Change and identify what data, information, and best practices it has supported through its programming. As deputy survey director for the Gates District-Charter Collaboration Evaluation, he is helping to design the teacher and principal surveys and teacher focus group interview protocols and coordinate the applications to conduct research in district grantees. Richman is also the implementation study director for the Kauffman School evaluation, for which he oversees the survey data collection for students, teachers, and parents. His work on the landmark Middle Grades Longitudinal Study focuses on developing the student questionnaire that will be administered to a nationally representative sample of students in grades 6-8.
Richman, who joined Mathematica in 2012, has a Ph.D. in human development and social policy from Northwestern University.
Ewing Marion Kauffman Charter School Evaluation
Expeditionary Learning Schools and Professional Development
Mathematica is assessing the impact of Expeditionary Learning’s (EL) Common Core State Standards curriculum and professional development model on novice English Language Arts teachers in grades 4-8. The study includes 70 schools and focuses on impacts on novice teachers and their students.