Christina Weiland is an assistant professor at the School of Education at the University of Michigan, where she is affiliated with the Educational Studies department, the Combined Program in Psychology and Education program, and the Education Policy Initiative at the Ford School of Public Policy. She also serves as core faculty for the University of Michigan’s Predoctoral Training Program and Postdoctoral Training Program in Causal Inference in Education Policy Research.
Dr. 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. Her work is also characterized by strong, long-standing research collaborations with practitioners, particularly the Boston Public Schools Department of Early Childhood.
Currently, she co-directs (with JoAnn Hsueh, MDRC) a five-year longitudinal descriptive study of the preschool to third grade experiences of Boston Public School students as part of the Institute of Education Sciences’ Early Learning Network. She also serves as principal investigator of a large-scale, Institute of Education Sciences-funded study of the longitudinal impacts of the Boston Public Schools prekindergarten 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 and received the 2018 Association for Education Finance and Policy Early Career Award. Previously, she served as project director and co-PI of 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. Her work has been generously funded by the U.S. Department of Education Institute of Education Sciences, the U.S. Department of Health and Human Services, the Smith-Richardson Foundation, Chile’s Ministry of Education and the University of Michigan. She has presented her work on preschool to the Seattle City Council, to senior U.S. Department of Education officials, and at a Congressional briefing, at U.S. House Education and the Workforce Committee and U.S. Senate HELP Committee briefing, among others.
Home, School & Community: Realities, Interventions and Policies for Young Children in Poverty
This course takes an ecological perspective on the experiences of young children in poverty (ages 0-8) in the U.S. and examines the educational, social, and economic services and policies meant to support them and their families.
This listing of courses and materials may not be complete. Please send any questions about offerings to the Office of Student Affairs (firstname.lastname@example.org)
"New findings on impact variation from the Head Start Impart Study: Informing the scale-up of early childhood programs."
Morris, P., Connors, M., Friedman-Krauss, McCoy, D., Weiland, C., Feller, A., Page, L., Bloom, H., & Yoshikawa, H. (2018). AERA Open.
"Preschool curricula and professional development features for getting to high-quality implementation at scale: A comparative review across five trials."
Weiland, C., McCormick, M., Mattera, M., Maier, M., & Morris, P. (2018). AERA Open.
"Cradle to Kindergarten: A new plan to combat inequality"
Chaudry, A., Morrissey, T., Weiland, C., & Yoshikawa, H. (2017). New York, NY: Russell Sage.
"Natural opportunity? Low-income parents’ responses to their children’s impending kindergarten entry."
Weiland, C., Charles McCoy, D., Grace, E., & Oh Park, S. (2017). AERA Open, 3(1).
"Impacts of the Boston prekindergarten program on the school readiness of young children with special needs."
Weiland, C. (2016). Developmental Psychology, 52(11), 1763.
"A road map to high-quality public programs at scale."
Weiland, C. (2016). Launching Preschool 2.0: Behavioral Science & Policy, 2(1), 37-46.
"When does preschool matter?"
Yoshikawa, H., Weiland, C., & Brooks-Gunn, J. (2016). The Future of Children, 26(2), 21-35.
"Testing for moderation of impact of the UBC preschool intervention by student absenteeism."
Arbour, M.C., Yoshikawa, H., Murnane, R., Weiland, C., Barata, M.C., & Snow C.E. (2016). Journal of Research on Educational Effectiveness. DOI: 10.1080/19345747.2015.1109013
"Opening the blackbox: Intervention fidelity in a randomized trial of a preschool teacher professional development program in Chile.”
Mendive, S., Weiland, C., Yoshikawa, H., & Snow, C. (In press). Journal of Educational Psychology.
"Factor structure and predictive validity of the CLASS in prekindergarten: A cross-cultural study across the United States and Chile."
Leyva, D., Weiland, C., Barata, M.C., Yoshikawa, H., Snow, & A., Treviño, E. (2015). Child Development.
"Impacts on classroom quality of an initiative to improve the quality of preschool education in Chile: A cluster-randomized trial."
Yoshikawa, H., Leyva, D., Snow, C.E., Treviño, E., Rolla, A., Barata, M.C., Weiland, C.,& Arbour, M.C. (2015). Developmental Psychology.
"Methodological issues, implications, and remedies for the preschool age cutoff regression discontinuity design."
Lipsey, M., Weiland, C., Yoshikawa, H., Wilson, S., Dong, N., & Hofer, K. (2014). Educational Evaluation and Policy Analysis.
"Does peer socio-economic status predict children’s gains in receptive vocabulary and executive function in prekindergarten?"
Weiland, C. & Yoshikawa, H. (2014). Journal of Applied Developmental Psychology, 35(5), 422-432.
"The co-occurring development of executive function skills and receptive vocabulary in children enrolled in an urban preschool program."
Weiland, C, Barata, M.C., & Yoshikawa, H. (2014). Infant and Child Development, 23, 4-21.
“Associations between classroom quality and children’s vocabulary and executive function skills in an urban public prekindergarten program."
Weiland, C., Ulvestad, K., Sachs, J. & Yoshikawa, H. (2013). Early Childhood Research Quarterly, 28, 199-209.
"The impacts of an urban public prekindergarten program on children’s mathematics, language, literacy, executive function, and emotional skills: Evidence from Boston."
Weiland, C. & Yoshikawa, H. (2013). Child Development, 84, 2112-2130.
“Early mathematics assessment: Validation of a preschool mathematics screening tool."
Weiland, C., Wolfe, C., Hurwitz, M., Yoshikawa, H., Clements, D., & Sarama, J. (2012). Journal of Educational Psychology, 32, 311-333.
"The effects of large-scale economic change and policies on children’s developmental contexts and developmental outcomes."
Weiland, C. & Yoshikawa, H. (2012). Child Development Perspectives, 6, 342-350.