Alicia Demers specializes in conducting rigorous impact evaluations in education and frequently collaborates with education agencies to carry out research, collect and analyze administrative data, and disseminate findings.
Demers has extensive experience leading experimental and quasi-experimental education research. Her expertise in quasi-experimental methods includes regression analysis and propensity score matching, which she used to analyze the effects of education policies such as school turnaround efforts in Atlanta Public Schools and the School District of Philadelphia, as well as TNTP’s Turnaround Leadership Teams Strategy initiative. She managed complex data collection efforts and led rigorous analyses for a nationwide evaluation of KIPP middle schools and an evaluation of the Ewing Marion Kauffman Charter School. Demers is also a certified reviewer for the U.S. Department of Education’s What Works Clearinghouse, a central source for systematic reviews of scientific evidence on the impact of education programs, products, practices, and policies—sponsored by the Institute of Education Sciences.
Demers joined Mathematica in 2010, and her work has been published in the Journal of School Choice. She holds an M.A. in education and social policy from New York University.
This report presents the results of the second phase of a long-term tracking study that follows 2,066 students who applied to enter 21 oversubscribed KIPP middle schools through an admission lottery in 2008, 2009, or 2011.
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