Catherine Armstrong Asher is an Assistant Research Scientist at the Youth Policy Lab at the University of Michigan’s Institute for Social Research. Her research, at the intersection of experimental design, quantitative methods, and education, investigates treatment effect heterogeneity in interventions and policies to help build critical knowledge of what works in education and youth services, for whom, and in what contexts. Her current projects use rigorous designs to understand variation in the effects of complex interventions for elementary students and their families, as well as theory-and simulation-based methodological work to deepen our understanding of when statistical tools fail in intervention research. She completed her PhD Candidate in Education Policy & Program Evaluation and AM in Statistics at Harvard University, where she was an Institute for Education Sciences (IES) pre-doctoral fellow through the Partnering in Education Research program.
- James S. Kim, Mary A. Burkhauser, Laura M. Mesite, Asher,Catherine, Jackie Eunjung Relyea, Jill Fitzgerald, Jeff Elmore. 2021. Improving reading comprehension, science domain knowledge, and reading engagement through a first-grade content literacy intervention. Journal of Educational Psychology 113(1):3-26.
- James S. Kim, Asher,Catherine, Mary Burkhauser, Laura Mesite, Diana Leyva. 2019. Using a Sequential Multiple Assignment Randomized Trial (SMART) to Develop an Adaptive K-2 Literacy Intervention With Personalized Print Texts and App-Based Digital Activities. AERA Open
- Troyer, Margaret, Kim, James S., Hale, Elizabeth, Wantchekon, Kristia A., Asher,Catherine. 2019. Relations among intrinsic and extrinsic reading motivation, reading amount, and comprehension: a conceptual replication. Reading and Writing 32(5):1197-1218.