Stacy B. Ehrlich is a Senior Research Scientist at NORC at the University of Chicago. In her prior role at the UChicago Consortium, Stacy developed and led the early childhood education research agenda. Stacy's research interests include using quantitative methods to measure student learning and growth for the improvement of education. She is a developmental psychologist with training in quantitative methods and analyses and has substantive expertise in the areas of early attendance and the measurement of early education program/school climate. Stacy has also been involved in outreach with other research organizations that are implementing research-practitioner partnership models similar to that of the UChicago Consortium and served as the Research-Practice Coordinator for current IES Predoctoral Interdisciplinary Research Training Fellows at the University of Chicago.
All Publications
Title Sort descending | Type | Date |
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Organizing Early Education for Improvement Testing a New Survey Tool |
Report | Mar 2018 |
Pre-kindergarten Attendance Matters Early Chronic Absence Patterns and Relationships to Learning Outcomes |
Article | Apr 2018 |
Preschool Attendance in Chicago Public Schools Relationships with Learning Outcomes and Reasons for Absences |
Report | Sep 2013 |
Preschool Attendance in Chicago Public Schools Relationships with Learning Outcomes and Reasons for Absences |
Report | May 2014 |
Reflections from a Professional Learning Community for Researchers Working in Research Alliances | Working Paper | Mar 2017 |
Teens, Digital Media, and the Chicago Public Library | Report | May 2013 |
The Use of Technology in Chicago Public Schools 2011 Perspectives from Students, Teachers, and Principals |
Report | Apr 2013 |
What Matters for Staying On-Track and Graduating in Chicago Public Schools A Focus on English Language Learners |
Report | May 2012 |
YOUmedia Chicago Reimagining Learning, Literacies, and Libraries |
Report | May 2011 |