Alicia Harrington

Alicia Harrington is a survey researcher with extensive experience leading all phases of survey data collection including instrument design, OMB and IRB package development, multi-mode survey administration across a variety of populations and analysis and reporting. Harrington also has expertise designing and implementing qualitative data collection instruments.

Harrington manages survey and qualitative data collection for labor and education evaluations. Recently, she was the survey director for the Navigators Evidence-Building Portfolio, leading a state survey of all Trade Adjustment Assistance coordinators and a survey of Unemployment Insurance Navigators. Currently, she leads the baseline survey and random assignment implementation for the Department of Labor’s Evaluation of Registered Apprenticeship Initiatives. For education studies, Harrington was recently the survey director for the Impact Evaluation to Inform the Teachers and School Leaders Incentive Program for the Institute of Education Sciences, overseeing the collection of three rounds of principal and teacher surveys. She currently serves as the project director for the Tulsa Study of School Experiences and Early Development Study for Georgetown University, overseeing annual data collection of student assessments, parent surveys, and teacher surveys. This longitudinal study of 1,000 children in Tulsa, Oklahoma, measures the impact of COVID-19 disruptions to children’s educational and family contexts on multiple domains of child development over time.

Harrington joined Mathematica in 2008. She holds an M.S. in early childhood education from the University of North Dakota.