Katherine Shields, PhD, is an education researcher who studies college and career readiness, as well as postsecondary access and persistence. Her expertise includes multilevel modeling, quasi-experimental design, and psychometric analysis.
Shields leads the evaluation of a STEM entrepreneurship program for high school students funded by the National Science Foundation. She is a lead quantitative researcher for the Regional Educational Laboratory Northeast and Islands at EDC, for which she has studied kindergarten entry assessments and teacher evaluation indicators. In addition, she has worked with the Providence Public Schools as part of an Institute of Education Sciences-funded researcher-practitioner partnership to study patterns of English learner student achievement. Over the past 15 years, she has served as an evaluator for a range of workforce development initiatives targeting youth in and out of school, college students, and adults.
Shields holds an EdM from the Harvard Graduate School of Education and a PhD in educational research, measurement, and evaluation from Boston College.
“Evidence from rigorous research and evaluation can challenge assumptions and drive program improvement, to the benefit of students.”
Using Administrative Data to Measure Outcomes for Eligible but Not Enrolled English Learners in the Providence Public Schools: A Matching Study
Remedial Education at Two-Year Colleges: A Multinomial Analysis of Degree Attainment Outcomes
Shields, K. A., & O’Dwyer, L. M. (In press). Remedial education and completing college: Exploring differences by institutional level. Journal of Higher Education.
Shields, K. A., Cook, K. D., & Greller, S. (2016). How kindergarten entry assessments are used in public schools and how they correlate with spring assessments (REL 2016–182). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northeast and Islands. Retrieved from http://ies.ed.gov/ncee/edlabs
Shields, K. A., Walsh, M. E., & Lee St. John, T. J. (2016). The relationship of a systemic student support intervention to academic achievement in urban Catholic schools. Journal of Catholic Education, 19(3). Retrieved from http://dx.doi.org/10.15365/joce.1903072016