Christina Weiland’s research focuses on the effects of early childhood interventions and public policies on children’s development, especially on children from low-income families. She is particularly interested in the active ingredients that drive children’s gains in successful, at-scale public preschool programs. She is also interested in quantitative research methods, educational measurement, and developmental processes research.
Currently, she serves as principal investigator on a large-scale, Institute of Education Sciences-funded study of the longitudinal impacts of the Boston Public Schools prekindergarten program on children’s reading and mathematics skills, grade retention, and special education placement through the end of third grade and of variation in these impacts across student subgroups and schools. She is also a 2014 National Academy of Education/Spencer Foundation Postdoctoral Fellow. Previously, she served as project director and co-PI on Preparing to Succeed, an IES-funded study of the impacts of the Boston prekindergarten program on children’s kindergarten readiness. For her work on the study, she was awarded a Best Dissertation Award from the Society for Research in Child Development in 2013. She is also part of the evaluation team of Un Buen Comienzo, a preschool teacher professional development program in Santiago, Chile, and she was a postdoctoral fellow on the Secondary Analysis of Variation in Impact (SAVI) Study of Head Start.
She holds an EdD (quantitative policy analysis in education) and a MA from the Harvard Graduate School of Education, and a BA from Dartmouth College.
|7/2/2015 - ongoing||Training Program in Causal Inference in Education Policy Research at the University of Michigan
Granting Agency: IES
|7/1/2014 - ongoing||Sustaining the Boost: Longitudinal Impacts of the Boston Prekindergarten Program and Variation in Impacts
Granting Agency: U.S. Department of Education/IES
|9/1/2014 - ongoing||Inclusion Preschool for Children with Special Needs: Impacts, Dosage, and Mechanisms
Granting Agency: National Academy of Education / Spencer Foundation