Stacy Ehrlich is a managing director and senior research scientist at the University of Chicago Consortium on School Research. Ehrlich’s research interests include using quantitative methods to measure student learning and growth for the improvement of education, with a specific focus on early childhood education. She is trained as a developmental psychologist, with expertise in the areas of children’s early conceptual development in mathematics and science. Ehrlich has experience in designing, conducting, and analyzing data from experimental research studies; performing analyses on large-scale state- and district-wide datasets; and managing primary data collection efforts. Ehrlich is also involved in outreach with other research organizations that are implementing research-practitioner partnership models. She currently works with the Regional Educational Laboratory – Midwest to help researchers shift their roles to become collaborators with practitioners in efforts to make research and findings more relevant and useful in schools.
Ehrlich’s current work focuses on early education questions, including exploring reasons for and impacts of absenteeism in preschool and the early grades and understanding how noncognitive factors for the transition in early adulthood are best developed starting in the earliest years of life. She is also leading a partnership with the Ounce of Prevention Fund to adapt, pilot, and validate the Consortium’s current surveys of the five essentials for use in early education settings. Her previous work at the Consortium included a developmental evaluation of YOUmedia, a digital media and learning space for high-school aged children in Chicago; exploring the use of technology by students and teachers in Chicago Public Schools; and examining the applicability of the 9th grade on-track indicator for predicting high school graduation for English Language Learners in the Chicago Public Schools.
Prior to joining UEI, Ehrlich worked at Education Development Center, Inc. (EDC) as a research associate with the IES-funded Regional Educational Laboratory – Northeast and Islands, where she conducted analyses of several large datasets, examining questions that responded to states’ educational policy concerns. She was also involved in designing, implementing, and managing several IES- and NSF-funded studies. During her schooling, Ehrlich was an assistant preschool teacher, and taught elementary students as part of NCLB’s supplemental education services in the Chicago Public Schools. She has presented her work at several national psychology and education conferences, and has published in scholarly journals such as Developmental Psychology and Child Development Perspectives, as well as for the Institute for Education Sciences at the U.S. Department of Education.
Ehrlich holds a PhD in developmental psychology from the University of Chicago and a BS from the University of Wisconsin-Madison.