Public Engagement

  • Faculty


    Meghan McCormick is a Research Associate at MDRC. McCormick’s work uses experimental and quasi-experimental approaches to estimate the impacts of school- and center-based programs and policies on low-income children’s academic, behavioral, social, and emotional outcomes. She is particularly focused on using innovative methods to explain the mechanisms behind program impacts, and on identifying strategies to ameliorate the negative effects of poverty on children’s development.

    Degrees Held:

    PhD, New York University

    AB, Woodrow Wilson School, Princeton University

    Professional Affiliations:


    Recent Publications:

    McCormick, M.P., White, H.S., Horn, E.P., Lacks, R., O’Connor, E.E., Cappella, E., & McClowry, S.G. (2018). Instructional support and academic skills: Impacts of INSIGHTS in classrooms with shy children. Early Education and Development, 29(5), 691 – 715. doi: 10.1080/10409289.2018.1435943.

    McCormick, M.P., Hsueh, J., Merrilees, C., Chou, P., & Cummings. E.M. (2017). Moods, stressors, and severity of marital conflict: A daily diary study of low-income families. Family Relations, 66(3), 425 – 440. doi: 10.1111/fare.12258.
    McCormick, M.P., O’Connor, E.E., & Horn, E.P. (2017). Can teacher-child relationships alter the effects of early socioeconomic status on achievement in middle childhood? Journal of School Psychology, 64, 76 – 92. doi: 10.1016/j.jsp.2017.05.001.
    McCormick, M.P., Cappella, E., O’Connor, E.E., Hill, J., & McClowry, S.G. (2016). Does intervention for parents add value to social-emotional learning programs? Evidence from the randomized trial of INSIGHTS. Journal of Research on Educational Effectiveness, 9(3), 364-394. doi: 10.1080/19345747.2015.1105892.

    McCormick, M.P., O’Connor, E.E., & Barnes, S.P. (2016). Maternal attachment styles and math and literacy skill development in middle childhood: Exploring longitudinal mechanisms in a national sample. Early Childhood Research Quarterly, 36(3), 295 – 306. doi: 10.1016/j.ecresq.2016.01.011.
    McCormick, M.P., Cappella, E., O’Connor, E.E., & McClowry, S.G. (2015). Social-emotional learning and academic achievement: Using causal methods to explore classroom-level mechanisms in early elementary school. AERA Open, 1(3), 1 – 26. doi: 10.1177/2332858415603959.

    McCormick, M.P., Cappella, E., O’Connor, E.E., & McClowry, S.G. (2015). Context matters for social-emotional learning in early elementary school: Examining variation in program impact by dimensions of school climate. American Journal of Community Psychology, 56(1-2), 101-110. doi: 10.1007/s10464-015-9733-z.

    McCormick, M. P., O’Connor, E. E., Cappella, E., & McClowry, S. G. (2015). Getting a good start in school: Effects of INSIGHTS on children with high maintenance temperaments in kindergarten and first grade. Early Childhood Research Quarterly, 30, 128-139. doi: 10.1016/j.ecresq.2014.10.006.

    McCormick, M.P., & O’Connor, E.E. (2015). Teacher-child relationship quality and academic achievement in elementary school: Does gender matter? Journal of Educational Psychology, 107(2), 502-516.doi: 10.1037/a0037457.

    McCormick, M.P. & Cappella, E. (2015). Conceptualizing academic norms in middle school: A social network perspective. Journal of Early Adolescence, 35(4), 441 – 466. doi: 10.1177/027243161453509.

    Research Interests:

    program evaluation, early childhood education, quantitative methods, causal inference

    Awards And Honors:

    National Academy of Education/Spencer Predoctoral Fellow, Institute of Education Sciences Outstanding Fellow

    Current Courses:

    Advanced Quant Methods