Megan Shoji Researcher Education 2014 2012 2010 2005 Ph.D., Sociology, University of Wisconsin-Madison M.S., Educational Psychology, University of Wisconsin-Madison M.S. Sociology, University of Wisconsin-Madison B.A., Sociology and Spanish, summa cum laude, Pepperdine University Positions 2014 - Mathematica Policy Research 2013 Research Consultant, Innocorp, Ltd., Verona, WI 2007 - 2013 2013 2011 - 2013 2008 - 2013 2008 - 2010 2008 2007 - 2008 University of Wisconsin-Madison, Madison, WI Department Tutor Research Mentor Research Assistant Grading Assistant Summer Instructor Teaching Assistant 2005 - 2007 English Language Teacher, Hachiken Junior High School, Sendai, Japan 2003 - 2005 2003 - 2005 2003 - 2005 2003 - 2005 Clark County Juvenile Court, Vancouver, WA Summer Intern Instructor Youth Mentor Experience Mathematica Policy Research Task Leader, Kellogg Foundation Grantee Review (KFGR) (2015 - ). Lead development of a review protocol and coding rubric for the systematic review of grantee documents to identify (1) high-quality knowledge products and (2) evidence of promising strategies for supporting optimal development during early childhood. This project involves the review of approximately 4,500 reports from more than 1,500 grantees of the W. K. Kellogg Foundation who collectively work to facilitate educated kids, healthy kids, and secure families, with a commitment to community and civic engagement and racial equity and healing. Researcher, Evaluation of Preschool Special Education Practices, Phase I (2015 - ). Prepare survey data collected in a nationally representative sample of districts in all 50 states for a restricted use file. Analyze these data to identify promising and/or widely used curricula and interventions for preschool children with disabilities and to describe the context in which they are implemented. Contribute to the preparation of a descriptive report based on the collected data to be accessible to a broad audience, and the development of design plans for a study to assess the feasibility of conducting an experimental evaluation of an intervention for preschool children with disabilities. This project is sponsored by the U.S. Department of Education (ED), Institute of Education Sciences (IES). Task Leader, Evaluation of the Family Engagement Impact Project (FEIP) (2014 - ). Lead quantitative analysis of the implementation and impacts of family engagement interventions. Design and conduct multivariate analyses of survey data collected from parents and community organizations. This project, provides implementation support to five grantees in two California counties and evaluates the effects of family engagement programs on parents, children, and participating organizations. The study is part of the Heising-Simons Foundation FEIP initiative, which aims to improve developmental and educational outcomes for low-income immigrant children through increased family engagement during early childhood (birth to age eight). Use or disclosure of data contained on this page is subject to the restriction on the title page of this proposal. Megan Shoji Page 2 of 5 Researcher, Impact Evaluation of Support for Principals (2014 - ). Contribute to the development of survey instruments and assist in the preparation of the design plan and Office of Management and Budget (OMB) package. Review studies of principal professional development, existing survey instruments, and logic models to adapt or develop survey items on principals’ and teachers’ professional development experiences, principals’ leadership practices, and school climate and culture. Develop topic outlines and survey items for a teacher questionnaire, a principal questionnaire, and a principal daily time-use log. This project, a national evaluation for the U.S. Department of Education (ED), uses a cluster-randomized design to evaluate the effects of intensive principal professional development in approximately 10 districts and 100 schools. Researcher, Empowering Effective Teachers in Pittsburgh (2014 - ). Conduct robustness checks of model specification decisions. This project assists PPS and the Pittsburgh Federation of Teachers in the development of measures of teacher and school effectiveness based on value-added models (VAMs). These measures are used for evaluation, professional development, and career advancement decisions. The project is sponsored by Pittsburgh Public Schools (PPS) with the support of the Bill & Melinda Gates Foundation. Reviewer, What Works Clearinghouse (WWC) (2014 - ). Review, assess, and rate the rigor of studies for the Secondary Mathematics topic area. Review studies on interventions intended to enhance student performance and skills in a specific domain of mathematics, such as algebra, geometry, or calculus. This project is sponsored by the U.S. Department of Education (ED), Institute of Education Sciences (IES) and provides education practitioners and policymakers with timely assessments of the quality of research evidence on educational interventions. Researcher, Mid-Atlantic Regional Educational Laboratory (REL) (2014 - ). Contribute to the design, implementation, and write-up of qualitative and quantitative analyses of teacher observation instruments. Conduct a content analysis of five widely-used teacher observation instruments. Implement quantitative analyses of Measures of Effective Teaching (MET) data to assess bias in observation instruments. Co-author a report comparing the five instruments. The results of this project, sponsored by the U.S. Department of Education (ED), Institute of Education Sciences (IES), will be reported to the Teacher Evaluation Research (Alliance (TERA) and the REL MidAtlantic. Researcher, Strategic Use of Data (2014 - 2015). Contributed to the design, implementation, and analysis of qualitative data on how high schools, districts, and states use post-secondary data on their former students. Designed participant recruitment strategies and developed interview and focus group protocols. Conducted interviews with staff from state and district education agencies and focus groups with school principals and guidance counselors. Assisted in qualitative analysis and report writing. This project evaluated outcomes for the Bill & Melinda Gates Foundation from its investments in the National Student Clearinghouse (NSC) Pilot, part of its effort to help educators use data to improve teachers’ effectiveness and increase students’ college readiness. Innocorp, Ltd. As Research Consultant (2013), estimated correlations and ordinary least squares regression models, to explore correlates of cell phone use while driving among teenagers. Wrote up the analysis for a conference paper presented at the International Council on Alcohol, Drugs and Traffic Safety Conference, in Brisbane, Australia. Produced recommendations for a program evaluation data collection effort, to assess the impacts of a distracted-driving intervention targeted to high schools. Developed and wrote the research design for a National Institutes of Health Small Business Innovation Research grant application, proposing to develop a regression model that predicts driving fitness/impairment as a function of performance on a cognitive assessment. University of Wisconsin-Madison As Departmental Tutor (2013) for graduate students in Statistics for Sociologists, provided one-on-one and group tutoring sessions on statistical methods, including scale creation and multiple linear regression; their application in Stata software; and analytic considerations, such as multicollinearity and heteroskedasticity. As Research Mentor (2011 - 2013) for undergraduate students in Directed Study, supervised six students in independent research activities using survey and interview data, and trained them to code and analyze interview data, identify and conduct appropriate statistical analyses, and connect findings to past research. Use or disclosure of data contained on this page is subject to the restriction on the title page of this proposal. Megan Shoji Page 3 of 5 As Research Assistant (2008 - 2013) for Social Capital and Children’s Development: An Experimental Study, designed, implemented, and analyzed data from a randomized controlled trial, implemented in 52 elementary schools, to assess the impacts of a family engagement program in predominantly low-income and Latino communities. Recruited participants, developed survey instruments and interview protocol, and supervised a team of research assistants. Conducted field observations, interviews, and focus groups in Spanish and English; collected written surveys from parents and school personnel; and engaged with local social service agency partners. Designed and implemented a supplementary interview study of 57 parents, to understand the social-ecological context of child development in the study sites. Estimated program impacts and effect heterogeneity using multi-level, piecewise linear growth, and logistic regression models. As Grading Assistant (2008 - 2010) for courses in research methods, stratification, and criminology, provided written assessment on essays, original research papers, and exams for 30 to 50 students per semester. As Summer Instructor (2008) for the College Access Program, designed and implemented an experiential course introducing first-generation and low-income high school students to social science research methods as applied to the U.S. Criminal Justice system. As Teaching Assistant (2007 - 2008) for Criminal Justice in America, planned and executed discussion sections for 100 students per semester, created instructional materials and assignments, assessed student progress, and provided tutoring and review in one-on-one or small group sessions. Hachiken Junior High School As English Language Teacher (2005 - 2007) for the Sendai City Board of Education branch of the Japan Exchange and Teaching Program, co-taught English language courses for 600 students per week, led original lesson plans on English language and Western culture, created an English language curriculum for special needs students, evaluated students’ written and oral work, organized and distributed a monthly English-language newspaper for 950 students in three schools, and completed 50 hours of professional development training. Clark County Juvenile Court As Summer Intern (2003 - 2005) for the Intake Department, administered face-to-face surveys to convicted youths to conduct risk assessments and recommend terms for community supervision, assess candidates for consideration of court-diverted dispositions, or outline terms of house arrest agreements. As Instructor (2003 - 2005) for the Graduation Alternative Program, created instructional materials for math lessons, taught group sessions, and provided one-on-one and small group tutoring for the high school equivalency General Educational Development exams in math and language arts. As Youth Mentor (2003 - 2005) for the Restorative Justice Program, mentored 1 to 10 convicted youths per week toward fulfillment of their community service sentences, monitoring their interaction with volunteers in communitybased projects. Papers and Publications Fiel, Jeremy, Megan Shoji, and Adam Gamoran. “An Intervention Approach to Building Social Capital: Effects on Grade Retention.” In The Handbook of Research Methods and Applications on Social Capital, edited by Yaojun Li. Cheltenham, UK: Edward Elgarm Publishing, 2015. Shoji, Megan, Anna Haskins, David Rangel, and Kia Sorensen. “The Emergence of Social Capital in Low-Income Latino Elementary Schools.” Early Childhood Research Quarterly, vol. 29, no. 4, 2014, pp. 600-613. Shoji, Megan. “Nice to Meet You? Exploring the Development of Parent-School Connections in Low-Income Latino Communities.” Doctoral dissertation. Madison, WI: University of Wisconsin-Madison, 2014. Shoji, Megan. “Intergenerational Closure.” In Sociology of Education: An A-to-Z Guide, edited by James Ainsworth and J. Geoffrey Golson. Thousand Oaks, CA: Sage, 2013. Shoji, Megan. “A Demonstration of Bayesian Statistical Inference in Education Research.” Master’s thesis. Madison, WI: University of Wisconsin-Madison, 2012. Use or disclosure of data contained on this page is subject to the restriction on the title page of this proposal. Megan Shoji Page 4 of 5 Shoji, Megan. “How Teachers Mediate the Effects of Racial Ideology on Student Achievement.” Master’s thesis. Madison, WI: University of Wisconsin-Madison, 2010. Reports Kirby, Gretchen, Pia Caronongan, Andrea Mrzaz Esposito, Lauren Murphy, Megan Shoji, Patricia Del Gorss, Wmaitha Kiambuthi, and Melissa Clark. “Progress and Challenges in Developing Tiered Quality Rating and Improvement Systems (TQRIS) in the Round 1 Race to the Top-Early Learning Challenge (RTT-ELC) States: Revised Brief.” Report submitted to the National Center for Education Evaluation. Washington, DC: Mathematica Policy Research, August 17, 2015. Johnson, Matthew, Megan Shoji, and Brian Gill. “Value-Added Models for the Pittsburgh Public Schools: Addendum for 2013-14 School Year.” Report submitted to the Office of Research, Assessment, and Accountability, Pittsburgh Public Schools. Cambridge, MA: Mathematica Policy Research, May 26, 2015. Presentations Shoji, Megan and David Rangel. “Parenting at Risk: The Complex Logics of Childrearing in Latino Families.” Presented at the American Educational Research Association Annual Meeting, Chicago, April 2015. Shoji, Megan and David Rangel. “Parenting at Risk: The Complex Logics of Childrearing in Latino Families.” Presented at the Society for Research on Child Development Themed Meeting: New Conceptualizations in the Study of Parenting-At-Risk, San Diego, November 2014. Shoji, Megan. “Ethnic Culture and Schools: The Role of Student-Teacher Relationships.” Presented at the CUNY Institute for Education Policy Public Forum: Director’s Award for Research in Education Equity Finalist Presentations, New York, October 2014. Rangel, David and Megan Shoji. “Unequal Childhoods? The Complex Logics of Childrearing in Latino Families.” Presented at the CUNY Institute for Education Policy Public Forum: Director’s Award for Research in Education Equity Finalist Presentations, New York, October 2014. Rangel, David, Megan Shoji, and Adam Gamoran. “Family Engagement and Social Capital: An Empirical Test with Families in Low-Income Latino Communities.” Presented at the American Sociological Association Annual Meeting, San Francisco, August 2014. Shoji, Megan, and David Rangel. “Unequal Childhoods? The Untold Story of Latino Childrearing as Cultural Capital.” Presented at the American Sociological Association Annual Meeting, New York, August 2013. Turner McCarty, Alyn, and Megan Shoji. “The Role of Parent and Teacher Relationships in Gender Inequality in Children’s Behavior.” Presented at the International Sociological Association Research Committee on Social Stratification and Mobility, Trento, Italy, May 2013. Shoji, Megan, Adam Gamoran, and David Rangel. “Sustained Effects of a Family Engagement Strategy on Parent Social Networks.” Presented at the American Educational Research Association Annual Meeting, San Francisco, April 2013. Fiel, Jeremy, Megan Shoji, and Adam Gamoran. “Family-School Intervention Effects on Grade Retention.” Presented at the American Educational Research Association Annual Meeting, Vancouver, British Columbia, April 2013. Rangel, David, Megan Shoji, Rachel Fish, and Jessa Valentine. “The Effects of School Language Composition and Social Capital on Behavioral Outcomes for Latino Children.” Presented at the Society for Research on Child Development Themed Meeting: Positive Development of Minority Children, Tampa, October 2012. Sorensen, Kia, Megan Shoji, Anna Haskins, and David Rangel. “Exploring the Emergence of Social Capital: A Mixed Methods Approach.” Presented at the American Sociological Association Annual Meeting, Las Vegas, August 2011. Shoji, Megan. “How Teachers Mediate the Effects of Racial Ideology on Student Achievement.” Presented at the American Sociological Association Annual Meeting, Las Vegas, August 2011. Use or disclosure of data contained on this page is subject to the restriction on the title page of this proposal. Megan Shoji Page 5 of 5 Turner, Alyn, Shoji, Megan, Amanda Bohlig, and Dominique Dust. “The Moderating Effects of Social Capital on Gender Differences in Child Outcomes.” Presented at the Society for Research on Child Development Biennial Meeting, Montreal, March 2011. Shoji, Megan, Anna Haskins, David Rangel, and Kia Sorensen. “Exploring the Emergence of Social Capital: A Mixed Methods Approach.” Presented at the American Educational Research Association Annual Meeting, Denver, April 2010. Professional Memberships 2013 - International Sociological Association 2010 - American Educational Research Association 2011 - 2013 American Sociological Association Professional Activities 2011 - 2014 Leadership Camp Adult Counselor, Wisconsin Association of School Councils 2013 Reviewer, Social Forces University of Wisconsin-Madison 2008 - 2012 Committee on Graduate Recruitment and Hospitality 2008 - 2011 Committee on Evaluation and Improvement of Instruction 2008 - 2011 Graduate Student Mentor Honors and Awards 2014 Director’s Award for Research in Education Equity, CUNY Institute for Education Policy 2012 - 2014 Institute of Education Sciences Interdisciplinary Training Program Dissertation Fellowship, Wisconsin Center for Education Research 2011 Integrating Research Ethics and Scholarship Program Fellowship, Graduate School, University of Wisconsin-Madison 2010 Wisconsin Alumni Association Scholarship, Portland Chapter 2005 Outstanding Sociology Graduate Award, Pepperdine University 2005 Outstanding Spanish Graduate Award, Pepperdine University Languages Proficient in Spanish 2/15 Use or disclosure of data contained on this page is subject to the restriction on the title page of this proposal.