Gregory Chojnacki’s work focuses on estimating impacts of innovations in education, employment, and nutrition programs.
He has collaborated with foundations, program developers, and state and local agencies in these areas to conduct large-scale experiments and smaller, rapid-cycle impact evaluations. Much of this work pursues the goal of building capacity among these partners to conduct rigorous, high-quality evaluations.
Since joining Mathematica in 2014, Chojnacki has worked on a range of projects in K–12 education, employment, and nutrition. Currently, he leads a team of evaluation technical assistance providers who support education program developers to refine their programs through rapid-cycle testing. For the past five years he has served as deputy project director for a study that assessed 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. In projects with the Bill & Melinda Gates Foundation and the U.S. Department of Labor’s Chief Evaluation Office, Chojnacki has specialized in working closely with clients to develop learning agendas that inform investments in multiple studies. He has also collaborated with colleagues at Mathematica and partner organizations to identify and pilot evaluation practices such as collaborating with community members to co-define learning goals and interpret study data.
He holds master’s degrees in public policy and applied economics from the University of Michigan.
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.
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