Mathematica built on its initial study of KIPP middle schools with this five-year project, designed to address the question of whether KIPP can maintain its effectiveness as the network grows. The study included an impact analysis, an implementation analysis, and a correlational analysis.
Data cleaning and management
- School Choice and Charters
- School Reform
- Teacher and Principal Effectiveness
- Human Services
Clare Wolfendale specializes in data cleaning and management, working primarily with education administrative data. She focuses on studies of programs and policies, preparing data for school districts, state departments of education, and the U.S. Department of Education.
Currently, Wolfendale is working on multiple education projects, including data preparation for Mathematica’s large-scale evaluation of the Race to the Top and School Improvement Grants programs. She also supervised a team of programmers in the data cleaning and analytic file preparation of student-level test scores and demographic information for the KIPP Investing in Innovation evaluation, a project that measured the effects of attending KIPP middle schools and high schools on student achievement and other outcomes. In addition, she provides programming support for the design and estimation of value-added measures of teacher and school effectiveness for the Oklahoma State Department of Education’s educator evaluation system.
Before joining Mathematica in 2010, Wolfendale worked at Bryn Mawr College, where she graduated with a B.A. in economics.
KIPP: Preparing Youth for College
Evaluating Race to the Top and School Improvement Grants
In this study of more than 500 schools, 60 districts, and all 50 states and the District of Columbia, Mathematica is conducting an implementation and impact analysis of Race To the Top and School Improvement Grants, two programs that aim to foster systematic school reform.
Value-Added Analysis Services for the State of Oklahoma
Mathematica is providing support to the Oklahoma State Department of Education on developing value-added measures of educator effectiveness for its educator evaluation system. The system was piloted in the 2013-14 school year with full implementation in the 2015–16 school year.