Stacie R. Powers, MLIS, PhD

Senior Research Associate

Dr. Stacie Powers conducts evaluation and research on programs that address youth development at a variety of stages, from cradle to career, as well as programs that promote women’s access to high quality reproductive healthcare. Stacie’s approach is founded in a longstanding support for gender and racial equity, as well as extensive training in interdisciplinary social sciences. She holds a BA in Women’s Studies from Bates College, a Master’s degree in Library and Information Science from Long Island University, and a PhD in Communication Science from the University of Connecticut.

Stacie has over 20 years of experience working in diverse settings in education and health. She has previously worked for the Sexuality Information and Education Council of the United States (SIECUS), Bank Street College of Education, and as a faculty member in the Ohio State University School of Communication. She has many peer-reviewed articles and presentations.

KEY OR RECENT PROJECTS

Cleveland Play House. Served as lead evaluator of the federally funded Compassionate Arts Remaking Education (C.A.R.E.) program to bring theatre education into underserved Cleveland public schools. This project included an implementation study, as well as a clustered randomized control trial with outcome measures related to academic achievement, social-emotional learning, and school climate and safety.

The Atlantic Philanthropies. This was a large-scale advocacy evaluation of the School Discipline Reform Initiative, composed of 51 grantees across the United States. The grant-making portfolio consisted of grassroots organizations, state-based legal advocacy groups, national social justice and education reform campaigns, and federal initiatives that spanned both education and juvenile justice sectors. Tasks included policy and media scans, literature reviews, extensive grantee interviews, secondary data analysis, case studies, and synthesis of a diverse array of grantee documents.

Women’s Sports Foundation (WSF). Our first project for WSF was to evaluate the formation of a knowledge exchange between three organizations dedicated to girls and sports. The second project was an outcome evaluation for their portfolio of girls’ sports programs funded by ESPNw. The third project is a regional capacity building initiative.

Girls Inc. NYC. This is a multi-site evaluation of an interdisciplinary female empowerment program in New York City. For this evaluation, we designed survey instruments, trained data collectors, and conducted focus groups with students and program staff. Last year, we added data from StudentTracker, a national database that tracks students in college. We provide annual reports on pre to post program changes in social-emotional competencies, academic outcomes, risk-taking behavior, and program satisfaction.

Practice Makes Perfect. Serves as lead evaluator for this summer learning loss program based in several sites in New York City. The study has a quasi-experimental design, drawing on de-identified comparison data from well-matched schools. Data sources include surveys of students, teachers, parents, and principals; teacher observations; standardized testing data; and school year academic data from the New York City Department of Education.

Student Success Network. Served as lead evaluator for this study of social emotional learning and academic outcomes in a networked improvement community of over twenty youth development organizations in New York City. 

The National Campaign to Prevent Teen and Unplanned Pregnancy. Directed foundational research to inform a national communication campaign aimed at increasing long-acting reversible contraception (LARC) among young women in their twenties. Conducted a targeted literature review, media scan, and content analysis of YouTube videos related to LARC adoption, as well as interviewed experts in the field. The final report was used to frame fundamental considerations and questions to be addressed by the campaign’s design firm.

Dramatic Results. The federally funded Making it REAL: Math in a Basket program integrated visual arts, math, and design processes in a year-long basketry course for fourth grade students in elementary schools in Long Beach, California. Classroom teachers learned to teach the program through a gradual release model of professional development. This project included an implementation study, as well as a clustered randomized control trial with outcome measures related to professional development, academic achievement, social-emotional learning, math and design content knowledge, and visual arts skills.

Greater Rochester Health Foundation. This current project is an implementation evaluation of a program in the Office of Community Medicine at Rochester Regional Health aimed at educating newly arrived refugees on how to navigate the U.S. healthcare system.

Maine Family Planning. This project documented the implementation of primary care services in a family planning clinic in rural Maine and subsequent changes in patient and clinic-level variables as the clinic moved toward certification as a patient-centered medical home. There were two family planning clinics with no primary care that served as comparisons in this quasi-experimental design. The research drew on both quantitative and qualitative data from a patient surveys, staff and administrator interviews, and clinic financial reports, as well as extensive gleaning of clinical and billing data directly from the electronic medical record system. A related case study on the process of transforming a family planning clinic into a level three patient centered medical home was completed in summer 2016.

Boys & Girls Harbor. This capacity building project involved the creation of program logic models, success metrics, and a customized online database and dashboard to summarize key indicators in real time and allow staff to see results by individual, subgroup, or program.

American Friends Service Committee-Western Massachusetts Office. This was a retrospective evaluation of the local office’s advocacy activities over the past five years. This research had a case study format, with dozens of interviews, a media scan, and analysis of supporting documents. We took an “outcomes harvesting approach,” which asks participants to identify most important outcomes of advocacy work.

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