Mathematica in partnership with the Colorado Department of Corrections (CDOC) Division of Adult Parole and the Colorado Evaluation and Action Lab (Colorado Lab) will leverage an existing data set to examine ways to target reentry services so that they can best help reduce incarceration across the state.
- Evidence-based decision making
- Training and technical assistance
- Human-centered design
- Rapid-cycle testing and evaluation
- Human Services
- Family Support
- Effective Data Use
- Teacher and Principal Preparation and Support
- Early Childhood
- Systematic Evidence Reviews
Marykate Zukiewicz has more than a decade of experience leading and supporting research evaluations, collaborative partnerships to support learning and strategy, and systematic evidence reviews. Her cross-disciplinary work has spanned the areas of education, justice, family support, and early childhood programs. She also provides leadership on equity-focused projects, convenings, and initiatives.
Committed to translating evidence into practice, Zukiewicz has worked with foundations and agencies across the country in using research and analytic methods to inform decision making and strategic planning and to improve program quality. She is trained in LUMA Institute’s human-centered design approach and is a skilled user of Mathematica’s Learn, Innovate, Improve framework to support continuous improvement efforts. Based in Denver, she has led several coaching projects in Colorado, including rapid-cycle evaluations within education and human service agencies.
Zukiewicz brings to her work years of experience conducting rigorous, mixed methods research evaluations in education and justice. In education, she currently serves as project director for the U.S. Department of Education’s Education and Innovation Research impact evaluation of the TNTP program and has served as a task lead on the Teach For America Investing in Innovation study and a federal evaluation of data-driven instruction. In the area of justice, she has served as project director on a mixed methods study of reentry programs in Colorado and recently directed an implementation study to better understand state-level support for incarcerated parents under the U.S. Department of Health and Human Services, Office of the Assistant Secretary for Planning and Evaluation.
Before joining Mathematica, Zukiewicz served as a corps member in Teach For America’s New York City program and worked as a legislative director on the New York City Council. She holds an M.P.A. from New York University and an M.Ed. in bilingual education from City University of New York.
Modeling Successful Reentry Practices in Colorado
Colorado Department of Corrections Reentry Systems Mapping
The Colorado Evaluation and Action Lab (“Colorado Lab”) partners with the Office of Colorado’s Governor and works with state agencies to improve the lives of Colorado’s residents.
Project IMPROVE: Improving Program Outcomes Via Evidence-Based Technical Assistance
Improving service delivery for clients, increasing efficiency, and minimizing costs are key goals for TANF programs. In recent years, evidence, evaluation, and program analytics have helped harness the power of evidence and data to improve program outcomes.
How Effective Is Home Visiting?
The Home Visiting Evidence of Effectiveness project is a thorough and transparent review of the home visiting research literature and an assessment of the evidence of effectiveness for home visiting models that serve families with pregnant women and children from birth to age 5.
Evaluation of Support for Using Student Data to Inform Teachers' Instruction
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.
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.