Lily Fesler specializes in designing and conducting evaluations of education programs using quasi-experimental designs, randomized controlled trials, and data science methods (including natural language processing and machine-learning techniques). Fesler’s research focuses on postsecondary education; science, technology, engineering, and mathematics (STEM) education; and innovative methods in education research.
At Mathematica, Fesler directs a project to evaluate Saga Education’s high school math tutoring program across three school districts using a quasi-experimental design. She serves as deputy project director of an evaluation of the Walton Family Charitable Support Foundation’s grant to the University of Arkansas and leads tasks for the National Science Foundation investigating their anti-harassment conference policy and the impacts of eliminating proposal deadlines. Fesler is a certified reviewer for the What Works Clearinghouse, and she coauthored a report on high school equivalency exams in New Jersey through the Regional Educational Laboratory Mid-Atlantic. She also provides technical assistance to Air Tutors, a math tutoring organization, including designing randomized controlled trials across two school districts.
Fesler’s work has been published in the Journal of Research on Educational Effectiveness and Journal for Research in Mathematics Education. She holds a Ph.D. in economics of education from Stanford University, and she previously worked at Abt Associates and Compass Lexecon.
This study measures the impact of high-dosage blended learning tutoring during the 2021–2022 school year. These blended models alternated individual online math practice with student tutoring in small groups provided by an in-person or remote tutor.
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