Research and training to improve education outcomes

Informing education policy and training the next generation of education scholars

Our rigorous research

News

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Ford School welcomes Sarah Cohodes as associate professor

Seattle Times endorses Weiland pre-K for all plan in Washington state

Policy Impact

COVID-19 and education: A tough time for all

From early 2020, the COVID-19 pandemic fundamentally altered public education in the United States. Many schools introduced remote learning for at least part of the 2020-2021 year, as administrators made wrenching decisions in the face of constantly evolving conditions, creating challenges for teachers, parents, and children alike. Ford School education researchers, Weiland, Stange, and Jacob, look for answers.

Photo of a teacher in a classroom, speaking to a young student who is seated at their desk

EPI's applied education policy research improves outcomes for children into adulthood.

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Rigorous training in causal inference

EPI's Causal Inference in Education Policy Research (CIEPR) program prepares students to evaluate education programs and policies by teaching them how to design, implement, and analyze policy experiments as well as empirical data. Alumni of CIEPR have gone on to build and engage in powerful research partnerships with different education systems across the country, including Los Angeles Unified School District, Boston Public Schools, and the Tennessee Department of Education.

An expert in children’s development and the effects of early childhood interventions, Christina Weiland’s projects revolve around the active ingredients that drive children’s success. Weiland is currently leading a five-year study of preschool to third-grade students in the Boston Public Schools, among other projects.

An expert in empirical labor and public economics, Kevin Stange has studied college enrollment and persistence, college choice, and the effects of different pricing structures. He is currently conducting research on the ways in which higher education institutions respond to labor market demands and measures that can be used to determine the value of liberal arts education.

A powerful resource

Michigan Education Data Center

EPI houses the Michigan Education Data Center, which helps researchers answer important questions―like does waiting a year to start kindergarten lead to better outcomes? MEDC houses more than 5 million education records from across the state of Michigan. More than 80 research projects use the data, focusing on early childhood education, school choice and mobility, literacy, P-20 pathways, and college success.

MEDC

Accountability Social context Curriculum & instruction Literacy COVID-19 Virtual learning Charter schools Early learning College & career readiness Postsecondary pathways College affordability Students transitions to the labor market

Research and training to improve education outcomes

News

Dr. Stange Goes to Washington

Ford School welcomes Sarah Cohodes as associate professor

Seattle Times endorses Weiland pre-K for all plan in Washington state

COVID-19 and education: A tough time for all

Research projects

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Evaluation of Michigan's Transitional Kindergarten Program

College and Beyond: Outcomes of a Liberal Arts Education

Christina Weiland

Kevin Stange

Michigan Education Data Center

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