Meghan
McCormick
Research Associate

McCormick’s work uses experimental and quasi-experimental approaches to estimate the impacts of school- and center-based programs and policies on low-income children’s academic, behavioral, social, and emotional outcomes. She is particularly focused on using innovative methods to explain the mechanisms behind program impacts, and on identifying strategies to ameliorate the negative effects of poverty on children’s development. McCormick is the project manager and a lead impact investigator for the Expanding Children’s Early Learning (ExCEL) P-3: Promoting Sustained Gains from Preschool to Third Grade study. She is a co-principal investigator with colleagues at New York University on an Institute of Education Sciences (IES)-funded follow-up study of the social-emotional learning program INSIGHTS into Children’s Temperament. In addition, she has conducted quantitative analysis for the Supporting Healthy Marriage project’s daily diary study. She received her PhD in applied psychology and quantitative methods from New York University in 2015, where she was an Institute of Education Sciences Predoctoral Fellow and a National Academy of Education/Spencer Dissertation Fellow. In 2016, she was awarded the IES Outstanding Predoctoral Fellow Award for her early career research. McCormick holds an AB in public affairs from Princeton University’s Woodrow Wilson School.