Christina Weiland

Assistant Professor

Christina  Weiland, School of Education

Christina Weiland’s research focuses on the effects of early childhood interventions and public policies on children’s development, especially on children from low-income families. She is particularly interested in the active ingredients that drive children’s gains in successful, at-scale public preschool programs. She is also interested in quantitative research methods, educational measurement, and developmental processes research.

Currently, she serves as principal investigator on a large-scale, Institute of Education Sciences-funded study of the longitudinal impacts of the Boston Public Schools prekindergarten program on children’s reading and mathematics skills, grade retention, and special education placement through the end of third grade and of variation in these impacts across student subgroups and schools. She is also a 2014 National Academy of Education/Spencer Foundation Postdoctoral Fellow. Previously, she served as project director and co-PI on Preparing to Succeed, an IES-funded study of the impacts of the Boston prekindergarten program on children’s kindergarten readiness. For her work on the study, she was awarded a Best Dissertation Award from the Society for Research in Child Development in 2013. She is also part of the evaluation team of Un Buen Comienzo, a preschool teacher professional development program in Santiago, Chile, and she was a postdoctoral fellow on the Secondary Analysis of Variation in Impact (SAVI) Study of Head Start.

She holds an EdD (quantitative policy analysis in education) and a MA from the Harvard Graduate School of Education, and a BA from Dartmouth College.

Weiland teaches courses in the following program(s):
Combined Program in Education and Psychology
Educational Foundations and Policy
Educational Policy, Leadership, and Innovation
Program Evaluation and Improvement Research


Selected Publications

Mendive, S., Weiland, C., Yoshikawa, H., & Snow, C.  (In press).  "Opening the blackbox: Intervention fidelity in a randomized trial of a preschool teacher professional development program in Chile."  Journal of Educational Psychology. 
Leyva, D., Weiland, C., Barata, M.C., Yoshikawa, H., Snow, & A., Treviño, E.  (2015). "Factor structure and predictive validity of the CLASS in prekindergarten: A cross-cultural study across the United States and Chile." Child Development
Yoshikawa, H., Leyva, D., Snow, C.E., Treviño, E., Rolla, A., Barata, M.C., Weiland, C.,& Arbour, M.C.  (2015). "Impacts on classroom quality of an initiative to improve the quality of preschool education in Chile: A cluster-randomized trial." Developmental Psychology.
Lipsey, M., Weiland, C., Yoshikawa, H., Wilson, S., Dong, N., & Hofer, K.  (2014). "Methodological issues, implications, and remedies for the preschool age cutoff regression discontinuity design." Educational Evaluation and Policy Analysis.  
Weiland, C. & Yoshikawa, H. (2014). "Does peer socio-economic status predict children’s gains in receptive vocabulary and executive function in prekindergarten?"  Journal of Applied Developmental Psychology, 35(5), 422-432.
Weiland, C, Barata, M.C., & Yoshikawa, H.  (2014). "The co-occurring development of executive function skills and receptive vocabulary in children enrolled in an urban preschool program." Infant and Child Development, 23, 4-21.
Weiland, C., Ulvestad, K., Sachs, J. & Yoshikawa, H.  (2013). "Associations between classroom quality and children’s vocabulary and executive function skills in an urban public prekindergarten program." Early Childhood Research Quarterly, 28, 199-209.
Weiland, C. & Yoshikawa, H.  (2013). "The impacts of an urban public prekindergarten program on children’s mathematics, language, literacy, executive function, and emotional skills: Evidence from Boston." Child Development, 84, 2112-2130.
Weiland, C., Wolfe, C., Hurwitz, M., Yoshikawa, H., Clements, D., & Sarama, J.  (2012). "Early mathematics assessment: Validation of a preschool mathematics screening tool." Journal of Educational Psychology, 32, 311-333.
Weiland, C. & Yoshikawa, H.  (2012). "The effects of large-scale economic change and policies on children’s developmental contexts and developmental outcomes." Child Development Perspectives, 6, 342-350. 



7/2/2015 - ongoing Training Program in Causal Inference in Education Policy Research at the University of Michigan
Granting Agency: IES

7/1/2014 - ongoing Sustaining the Boost: Longitudinal Impacts of the Boston Prekindergarten Program and Variation in Impacts
Granting Agency: U.S. Department of Education/IES

9/1/2016 - 8/31/2017 Contexts Inside and Outside of School Walls as Predictors of Differential Effectiveness in Preschool Professional Development
Granting Agency: Northwestern University/Institute for Education Sciences

6/1/2016 - 5/31/2017 Supporting Early Learning from Preschool through Elementary School Grades: Research Network Proposal
Granting Agency: MDRC/Institute for Education Sciences

9/1/2014 - 6/30/2016 Inclusion Preschool for Children with Special Needs: Impacts, Dosage, and Mechanisms
Granting Agency: National Academy of Education / Spencer Foundation


Room 4049

Curriculum Vitae

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