About MDRC
Haider has worked as research analyst doing both quantitative and qualitative research on a variety of projects at MDRC. She serves as a data manager, leading the work of data processing and analysis with a team of programmers. In addition to the data-processing work, she works closely with school districts to acquire data and plan and conduct surveys of teachers, students, and other school staff members. She also serves as a liaison to research sites, conducts site visits, and contributes to report writing. She is currently the data manager on the Small Schools of Choice Evaluation. In addition, she is part of the implementation research team evaluating City Year’s Whole School Whole Child model and she serves as the project manager for this team as well. Haider has a master’s in education policy and management from the Harvard Graduate School of Education, and an undergraduate degree in economics from Barnard College.
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MDRC Publications
BriefLearning from the Communities In Schools Reengagement Coordinator Initiative
January, 2023Schools have long struggled to reengage students who have poor attendance or who drop out—a situation that was exacerbated by the COVID-19 pandemic. During 2021–2022, Communities In Schools introduced the Reengagement Coordinator Initiative, aimed at reengaging high school students who did not reenroll or were chronically absent.
BriefA First Look at Effects on Postsecondary Persistence and Labor Market Outcomes
April, 2019Four years after scheduled graduation, students from small high schools of choice, which have nonselective admissions and serve many disadvantaged students, were more likely to be enrolled in postsecondary education and to be participating in “productive activity” (being in college, being employed, or both) than their control group counterparts.
ReportSupporting Teachers with the Drive to Write Program
March, 2019Good writing is an important skill that students are increasingly required to master in high school. But how does a school cultivate good writing? An ambitious new program called Drive to Write is using technology, coaches for teachers, and data on student progress to help answer this question.
BriefLaunching the Drive to Write Program
January, 2018How do schools encourage students to write more and teachers to offer more comments on student writing? How can schools use technology more effectively to support this shift in instruction? What makes achieving both of these goals difficult? The Drive to Write program tackles these challenges.
ReportA Quasi-Experimental Evaluation Of Communities In Schools
April, 2017Communities In Schools (CIS) works to integrate a variety of support services for students to keep them on a path to graduation. This quasi-experimental evaluation examined the effects of the CIS whole-school model in high schools, middle schools, and elementary schools.
ReportFinal Findings from the Communities In Schools Random Assignment Evaluation
April, 2017Communities In Schools (CIS) works to integrate a variety of support services for students to keep them on a path to graduation. This randomized controlled trial assessed the effects of one component of the CIS model — case management for high-risk students.
ReportImplementation and Interim Impact Findings from the Communities In Schools Evaluation
April, 2015Services to help students stay in school are often fragmented. In this program, school-based coordinators identify students at risk, work with them to assess their needs, connect them with school and community supports, and monitor their progress. Case-managed students received more services than others, but early impact findings are inconclusive.
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Other Publications
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Projects
Helping children and young adults develop their talents and strengths also helps them contribute to their communities in the future. Yet systemic inequities that disproportionately affect students of color and students from low-income households mean too many young people do not have such supportive learning environments. These inequities lead to disparities in...
The New York City public school system is the largest in the United States, with over 1,200 schools and more than 1.1 million students enrolled each year. For more than a decade, it has also been the site of an unprecedented investment in high school reform. Beginning in 2002 and with the support of the Bill & Melinda Gates Foundation and...