معرفی
Christina J. Weiland is a Professor at the Marsal Family School of Education at the University of Michigan and holds a courtesy appointment at the Ford School of Public Policy. She serves as co-Director of the Education Policy Initiative at the Ford School and Director of the University of Michigan's Predoctoral Training Program in Causal Inference in Education Policy Research. Additionally, she is a Senior Research Fellow at the Learning Policy Institute and a Non-Resident Fellow at the Urban Institute.
Weiland earned her EdD in quantitative policy analysis in education and an MA from the Harvard Graduate School of Education, along with a BA from Dartmouth College. Her research focuses on early childhood interventions and public policies, particularly examining how they affect children's development, with special attention to children from low-income families. She investigates the active ingredients that drive children's gains in successful, at-scale public preschool programs and has strong collaborations with practitioners, especially the Boston Public Schools Department of Early Childhood.
Her scholarly work spans a wide range of topics within early childhood education, with recent publications emphasizing longitudinal studies of preschool impacts, variations in program quality, and the sustainability of early educational gains through elementary school. Her research demonstrates consistent interest in methodological rigor, particularly in causal inference approaches to evaluating educational interventions.
- 2018 Association for Education Finance and Policy Early Career Award
- 2014 National Academy of Education/Spencer Foundation Postdoctoral Fellow
- 2013 Best Dissertation Award from the Society for Research in Child Development
Weiland has secured substantial grant funding from multiple sources including the U.S. Department of Education Institute of Education Sciences, U.S. Department of Health and Human Services, Smith-Richardson Foundation, Heising-Simons Foundation, and others. Her current projects include longitudinal studies of Boston Public Schools' prekindergarten program, evaluations of Michigan's Transitional Kindergarten program, and lottery-based evaluations of DC's universal prekindergarten program. She has presented her research to numerous policy audiences, including congressional briefings and city councils.
