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 a study of career and technical education and work-based learning outcomes funded by the Institute for Education Sciences, as well as research on a STEM entrepreneurship program for high school students funded by the National Science Foundation. As a researcher for the Regional Educational Laboratory Northeast and Islands, she facilitates a research partnership with the New York State Education Department. Over the past 15 years, she has served as an evaluator for 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.”

Speaking Highlights

Building a Research Base to Guide Kindergarten Entry Assessment Policy: Findings from a National Sample and Future directions.

Co-presentation, Society for Research in Child Development Biennial Meeting
Austin, TX

Using Administrative Data to Measure Outcomes for Eligible but Not Enrolled English Learners in the Providence Public Schools: A Matching Study

Association for Education Finance and Policy Annual Conference
Denver, CO

Remedial Education at Two-Year Colleges: A Multinomial Analysis of Degree Attainment Outcomes

Association for the Study of Higher Education November 2014 Annual Conference
Washington, D.C.

Selected Publications

Shields, K. A., & O’Dwyer, L. M. (2017). Remedial education and completing college: Exploring differences by institutional level. Journal of Higher Education, 88(1), 85-109.

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.