Kate Schwartz, Ph.D., MPP is a Senior Research Scientist at Global TIES for Children and adjunct professor within Applied Statistics, Applied Psychology, and the Institute for Human Development and Social Change at NYU. Her work centers on research practice partnerships, finding the right methodology for the right question, and fostering child development within under-resourced and conflict-affected settings through supporting the adults in children's lives.
Kate holds a Masters in Public Policy from the University of Chicago Harris School of Public Policy Studies and a PhD in Psychology and Social Intervention from New York University. In addition to the above, she has a particular interest in moving beyond main treatment effects to understand for whom, under what conditions, and how interventions work. Kate worked in not-for-profit organizations for over six years prior to graduate school and is constantly looking for ways to improve collaboration, communication, learning, and engagement between researchers and practitioners. During her PhD program, Kate was the Project Director for TIES' Additional Insights project and helped start IHDSC On the Ground: Putting Research to Work for Children. She also collaborated with Publicolor, a NYC not-for-profit, to evaluate the impact on student learning and engagement as a result of transforming the school environment through bright, student-designed paint makeovers.
Selected Publications
Schwartz, K., Michael, D., Torossian, L., Hajal, D., Yoshikawa, H., Abdulrazzak, S., … Behrman, J. (2024). Leveraging Caregivers to Provide Remote Early Childhood Education in Hard-to-Access Settings in Lebanon: Impacts From a Randomized Controlled Trial. Journal of Research on Educational Effectiveness, 1–31. https://doi.org/10.1080/19345747.2024.2334841
Rafla, J., Schwartz, K., Yoshikawa, H., Hilgendorf, D., Ramachandran, A., Khanji, M., ... & Wuermli, A. (2024). Cluster randomized controlled trial of a phone-based caregiver support and parenting program for Syrian and Jordanian families with young children. Early Childhood Research Quarterly, 69, 141-153. https://doi.org/10.1016/j.ecresq.2024.07.004
Schwartz, K., Cappella, E., & Aber, J. L. (2019). Teachers’ Lives in Context: A Framework for Understanding Barriers to High-Quality Teaching Within Resource Deprived Settings. Journal of Research on Educational Effectiveness, 12(1), 160–190. https://doi.org/10.1080/19345747.2018.1502385
Schwartz, K., Cappella, E., Aber, J. L., Scott, M. A., Wolf, S., & Behrman, J. R. (2019). Early childhood teachers’ lives in context: Implications for professional development in under‐resourced areas. American Journal of Community Psychology, 63(3-4), 270-285. https://doi.org/10.1002/ajcp.12325
Cappella, E., Schwartz, K., Hill, J., Kim, H. Y., & Seidman, E. (2019). A national sample of eighth-grade students: The impact of middle grade schools on academic and psychosocial competence. The Journal of Early Adolescence, 39(2), 167-200. https://doi.org/10.1177/0272431617735653
Kim, H.Y., Schwartz, K., Cappella, E. et al. Navigating Middle Grades: Role of Social Contexts in Middle Grade School Climate. Am J Community Psychol 54, 28–45 (2014). https://doi.org/10.1007/s10464-014-9659-x