Mathematica is conducting an experimental impact evaluation of the effects of data-driven instruction (DDI) on student achievement. This involves the implementation of high quality DDI professional development and estimating its effects on student achievement.
- Program evaluation
- Experimental and non-experimental research design
- Evaluation technical assistance
- Applied behavioral science
- Human Services
- Effective Data Use
- Food Security and Hunger
- Unemployment Insurance
- Strengthening and Disseminating Research
Gregory Chojnacki’s work focuses on estimating impacts of innovations in education, nutrition, and employment programs. He has collaborated with state and local agencies in each of these areas to conduct large-scale experiments and smaller, rapid-cycle impact evaluations. Much of this work pursues the goal of building capacity in these agencies to conduct rigorous evaluations.
Since joining Mathematica in 2014, Chojnacki has worked on a range of projects in K–12 education, nutrition, and employment. Currently, he is the deputy project director for a study that is assessing the impacts of behavioral interventions to improve the performance of employment programs. He led data analysis for four randomized controlled trials evaluating state demonstration projects to reduce food insecurity among children. Past projects include a study of the impact of KIPP charter schools on achievement in elementary grades and a recently concluded experimental evaluation of support for teachers’ use of student data to inform instruction. He also currently provides technical assistance to two nonprofit education program developers as they evaluate their programs’ impact in foundation-supported demonstration projects.
Chojnacki is a member of the Association for Public Policy Analysis and Management. He holds master’s degrees in public policy and applied economics from the University of Michigan.
Support for Data-Driven Instruction Comes Up Short in New Study
Although most school districts help teachers use data to improve student learning, a new Mathematica study shows that providing schools with data coaches and professional development to support their efforts did not result in increased data use by teachers.