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
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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
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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
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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.