KATHLEEN MULVANEY HOYER, Ph.D.

Research Scientist. Kathleen’s work has focused on education policy and practice in schools, districts, states, and at the federal level. She has experience in both qualitative and quantitative research as well as technical assistance. Kathleen is skilled in research design, conducting literature reviews, questionnaire development, data collection (e.g., individual and focus group interviews), data analysis (qualitative and quantitative), and report writing.  She possesses an extensive knowledge of the large National Center for Education Statistics (NCES) universe and sample surveys. Prior to joining Activate Research, Inc., Kathleen worked as a Research Associate with the American Institutes for Research. Her areas of focus included federal, state, and local education policy, school finance, teacher policy, and educational equity. Kathleen has taught undergraduate courses in education philosophy, and is a former member of the federal Advisory Committee on Student Financial Assistance. Kathleen holds a master’s degree in education policy and a doctorate in educational leadership and policy studies from the University of Maryland, College Park.

Experience


Research Scientist,  Activate Research, Inc.

Washington, D.C.
Jan 2014 – Present

Provide leadership and assistance with research projects and business development activities

  • Work directly with clients on analysis and production of education research
  • Manage the publication process for the National Center for Education Statistics Statistic in Brief publications
  • Engage in research activities associated with National Center for Education Statistics questionnaire development
  • Participate in technical assistance for federal grant program
  • Represent Activate Research at research symposiums and capabilities briefings
  • Coordinate work of junior staff

Research Assistant,  American Institutes for Research

Washington, D.C.
Jul 2013 – Dec 2013

Assisted in the development of Statistics in Briefs for the Data Development Program at the National Center for Education Statistics (NCES) that analyze data to address topics of policy and research interest in a brief format

  • Drafted and revised text of briefs; replicated quantitative findings
  • Contributed to the annual Data Development Program publication plan
  • Assisted with planning data analyses for briefs in development

Instructor, Department of Education Policy Studies, (UMD)

College Park, MD
Aug 2011 – Dec 2013

Instructor of undergraduate course in education policy studies (EDPS 210: Historical and Philosophical Perspectives on Education)

  • Developed syllabus for course, which included selection of course readings, assignments, and assessments
  • Provided course instruction, facilitated class discussion, and evaluated all students’ course assignments and assessments

Research Assistant, Department of Education Policy Studies, (UMD)

College Park, MD
Aug 2010 – May 2011

Member of research team that studied educator incentive program in Prince George’s County, MD

  • Worked with principal investigators to develop research plan
  • Assisted with interview protocol and survey development
  • Collected and analyzed qualitative data
  • Presented findings at national conferences
  • Served as department IRB liaison to University
EDUCATION
Ph.D., Educational Leadership and Policy Studies
University of Maryland at College Park, College Park, MD
May 2015


M.A., Educational Leadership and Policy Studies
University of Maryland at College Park, College Park, MD
May 2011


B.A., Philosophy
University of Notre Dame, Notre Dame, IN
May 2008
PUBLICATIONS

Hoyer, K. M., & Sparks, D. (2017). How principals in public and private schools used their time in 2011-12 (NCES 2018-054). Washington, DC: U.S. Department of Education, National Center for Education Statistics.

Redford, J., & Hoyer, K. M. (2017). First generation and continuing-generation college students: A comparison of high school and postsecondary experiences (NCES 2018-009). Washington, DC: U.S. Department of Education., National Center for Education Statistics.

Mamedova, S., Sparks, D., & Hoyer, K. M. (2017).  Adult education attainment and assessment scores: A cross-national comparison (NCES 2018-007). Washington, DC: U.S. Department of Education, National Center for Education Statistics.

Redford, J., Desrochers, D., & Hoyer, K. M. (2017). The years before school: Children’s nonparental care arrangements from 2001 to 2012 (NCES 2017-096). Washington, DC: U.S. Department of Education., National Center for Education Statistics.

Hoyer, K. M., & Sparks, D. (2017).  Instructional time for third- and eighth-graders in public and private schools: School Year 2011-12 (NCES 2017-076). Washington, DC: U.S. Department of Education, National Center for Education Statistics.

Molefe, A., Burke, M. R., Collins, N., Sparks, D., & Hoyer, K. (2017).  Postsecondary educational expectations and attainment for rural and nonrural students (REL 2017–forthcoming). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Midwest.

Malkus, N., & Hoyer, K. M. (2016).  Instructional staff salary and benefits spending: 1991– 2011 (NCES 2016-156). Washington, DC: U.S. Department of Education, National Center for Education Statistics.

Rice, J. K., Malen, B., Jackson, C., & Hoyer, K. M. (2016).  Administrator responses to financial incentives: Insights from a TIF program. Leadership and Policy in Schools. doi: 10.1080/15700763.2016.1205201.

Malkus, N., Hoyer, K. M., & Sparks, D. (2015).  Teaching vacancies and difficult-to-staff teaching positions in public schools (NCES 2015-065). Washington, DC: U.S. Department of Education, National Center for Education Statistics.

Cunningham, B. C., Hoyer, K. M., & Sparks, D. (2015). Gender differences in science, technology, engineering, and mathematics (STEM) interest, credits earned, and NAEP performance in the 12th grade (NCES 2015-075). Washington, DC: U.S. Department of Education, National Center for Education Statistics.

Malen, B., Rice, J. K., Matlach, L. K. B., Bowsher, A., Hoyer, K. M., & Hyde, L. (2015). Developing organizational capacity for implementing complex education reform initiatives: Insights from a multi-year study of a Teacher Incentive Fund (TIF) program. Educational Administration Quarterly, 51(1), 133-176.

Rice, J. K., Malen, B., Jackson, C., & Hoyer, K. M. (2015). Time to pay up: Analyzing the motivational potential of financial awards in a TIF program. Educational Evaluation and Policy Analysis, 37(1), 29-49.

Croninger, R. G., & Hoyer, K. M. (2013). Equitable public education: “Getting lost in the shuffle.” In G. Sunderman (Ed.), Charting reform: Achieving equity in a diverse nation (pp. 55-76). Charlotte, NC: Information Age Publishing.

Malen, B., Rice, J. K., Jackson, C., Hoyer, K. M., Hyde, L., Bivona, L., Blaisdell, L., Bowsher, A., Cortes, K., Coverdale, B., de la Torre, A., Goldstein, M., Pimpawathin, A., & Sutter, J. (2011). Implementation, payouts, and perceived effects: A formative analysis of Financial Incentive Rewards for Supervisors and Talents (FIRST). Upper Marlboro, MD: Prince George’s County Public School System.

CONFERENCES

Exploratory analysis of gender gaps in STEM course-taking, performance, and affective disposition using data from the 2009 NAEP High School Transcript Study. American Educational Research Association, Philadelphia, PA, April 3 – 7, 2014. (second author with Brittany C. Cunningham and Dinah Sparks)

Theory and practice: Federal policy and educator compensation reform. American Educational Research Association, San Francisco, CA, April 27 – May 1, 2013.

Making the hidden visible: Toward a framework to analyze costs associated with Teacher Incentive Fund (TIF) programs. Association for Education Finance and Policy, New Orleans, LA, March 14-16, 2013.

Equitable educational opportunity: Can we get there from here? American Educational Research Association, Vancouver, BC, April 13-17, 2012. (second author with Robert G. Croninger)

Persistent and pervasive implementation challenges associated with educator incentive programs: A case study of Financial Incentive Rewards for Supervisors and Teachers (FIRST) in Prince George’s County, MD. Association for Education Finance and Policy, Boston, MA, March 15-17, 2012.  (first author with Lauren Bivona, Betty Malen, and Jennifer King Rice)

Payouts in a TIF program: Distribution patterns, educator responses, and effects on program participation.  Association for Education Finance and Policy, Boston, MA, March 15-17, 2012. (third author with Jennifer King Rice, Cara Jackson, and Betty Malen)

Developing leadership capacity for implementing complex initiatives: Insights from a multi-year study of a Teacher Incentive Fund (TIF) program. University Council for Educational Administration, Pittsburgh, PA, November 17-20, 2011. (fourth author with Betty Malen, Lauren Bivona, Amanda Bowsher, and Laura Hyde)

Time to pay up: Distribution patterns and perceived effects of financial awards in a Teacher Incentive Fund (TIF) program. National Center for Education Statistics STATS-DC Summer Data Conference, Bethesda, MD, July 25-29, 2011. (presenter with Jennifer King Rice, Cara Jackson, Betty Malen, and Laura Hyde)

Time to pay up: Distribution patterns and perceived effects of financial awards in a Teacher Incentive Fund (TIF) program. Association for Education Finance and Policy, Seattle, WA, March 24-26, 2011. (third author with Jennifer King Rice, Cara Jackson, Betty Malen, and Laura Hyde)

SERVICE

National Service

Advisory Committee on Student Financial Assistance

Apr 2010 – Sept 2013

 

University Service

Graduate Assistant Advisory Committee

Dec 2011 – Nov 2012