Meghan McCormick
Meghan
McCormick
Research Associate, Family Well-Being and Children’s Development

McCormick’s work uses experimental and quasi-experimental approaches to estimate the impacts of school- and home-based programs and policies on children’s academic, behavioral, and social-emotional outcomes, with a focus on identifying programs and policies that promote equitable opportunities and outcomes for children and families living in poverty. She is the project director and a co-principal investigator on the Expanding Children’s Early Learning (ExCEL) P-3: Promoting Sustained Gains from Preschool to Third Grade study. She is the principal investigator on a randomized controlled trial of Child First, a home visiting program for high-risk families and the principal investigator for a study on equitable access to early childhood education programs. She collaborated as a co-principal investigator with colleagues at New York University on an Institute of Education Sciences (IES)-funded follow-up study of the social-emotional learning program INSIGHTS into Children’s Temperament. Her work at MDRC also includes leading analyses on the Supporting Healthy Marriage daily diary study and identifying promising family-strengthening interventions for parents involved in the criminal justice system as part of the Building Bridges and Bonds study. She received her doctorate in applied psychology and quantitative methods from New York University in 2015, where she was an IES predoctoral fellow and a National Academy of Education/Spencer dissertation fellow. She was awarded the IES Outstanding Predoctoral Fellow Award in 2016, and later received the Society for Research on Educational Effectiveness Early Career Award in 2020. McCormick holds a bachelor’s degree in public affairs from Princeton University’s Woodrow Wilson School of Public and International Affairs.

  • MDRC Publications

  • Other Publications

      Publications for which McCormick was lead author:

      McCormick, Meghan P., Robin Neuhaus, Erin E. O’Connor, Hope I. White, E. Parham Horn, Samantha Harding, Elise Cappella, and Sandee McClowry. 2021. “Long-Term Effects of Social-Emotional Learning on Academic Skills: Evidence from a Randomized Trial of INSIGHTS.” Journal of Research on Educational Effectiveness. doi: 10.1080/19345747.2020.1831117.

      McCormick, Meghan P., Christina Weiland, JoAnn Hsueh, Mirjana Pralica, Amanda K. Weissman, Lillie Moffett, Catherine Snow, and Jason Sachs. 2021. “Is Skill Type the Key to the Pre-K Fadeout Puzzle? Differential Associations Between Enrollment in PreK and Constrained and Unconstrained Skills Across Kindergarten.” Child Development. doi: 10.1111/cdev.13520.

      McCormick, Meghan P., Mirjana Pralica, Paola Guerrero-Rosada, Christina Weiland, Joann Hsueh, Barbara Condliffe, Jason Sachs, and Catherine Snow. 2020. “Can Center-Based Care Reduce Summer Slowdown Prior to Kindergarten? Exploring Variation by Family Income, Race/Ethnicity, and Dual Language Learner Status.” American Education Research Journal. doi: 10.3102/0002831220944908.

      McCormick, Meghan P., Christina Weiland, JoAnn Hsueh, Michelle Maier, Rama Hagos, Catherine Snow, Nicole Leacock, and Laura Schick. 2020. “Promoting Content-Enriched Alignment across the Early Grades: A Study of Policies and Practices in the Boston Public Schools.” Early Childhood Research Quarterly 52(3), 57-73. doi: 10.1016/j.ecresq.2019.06.012.

      McCormick, Meghan P., Amanda Ketner Weissman, Christina Weiland, JoAnn Hsueh, Jason Sachs, and Catherine Snow. 2020. “Time Well Spent: Parents’ Home-Based Learning Practices and Children’s Academic Skills.” Developmental Psychology 56(4), 710-726. doi: 10.1037/dev0000891.

      McCormick, Meghan P., Robin Neuhaus, E. Parham Horn, Erin E. O’Connor, Hope I. White, Samantha Harding, Elise Cappella, and Sandee McClowry. 2019. “Long-Term Effects of Social–Emotional Learning on Receipt of Special Education and Grade Retention: Evidence from a Randomized Trial of INSIGHTS.” AERA Open 5(3), 2332858. doi: 10.1177/2332858419867290.

      McCormick, Meghan P., Hope White, E. Parham Horn, Rachel Lacks, Erin O’Connor, Elise Cappella, and Sandee McClowry. 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, Meghan P., JoAnn Hsueh, Christine Merrilees, Patricia Chou, and E. Mark Cummings. 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, Meghan P., Erin O’Connor, E. Parham Horn. 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, Meghan P., Elise Cappella, Erin O'Connor, Jennifer L. Hill, Sandee McClowry. 2016. “Do Effects of Social-Emotional Learning Programs Vary by Level of Parent Participation? Evidence from the Randomized Trial of INSIGHTS.” Journal of Research on Educational Effectiveness 9(3), 364-394. doi: 10.1080/19345747.2015.1105892.

      McCormick, Meghan P., Erin E. O’Connor, Sophie P. Barnes. 2016. “Mother-Child Attachment Styles and Math and Reading Skills 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, Meghan P., Elise Cappella, Erin E. O’Connor, and Sandee G. McClowry. 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, Meghan P., Elise Cappella, Erin E. O’Connor, and Sandee G. McClowry. 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, Meghan P., Elise Cappella, Erin E. O’Connor, and Sandee G. McClowry. 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, Meghan P., and Elise Cappella. 2015. “Conceptualizing Academic Norms in Middle School: A Social Network Perspective.” Journal of Early Adolescence 35(4), 441-466. doi: 10.1177/027243161453509.

      McCormick, Meghan P., and Erin E. O’Connor. 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, Meghan P., Elise Cappella, Diane L. Hughes, and Emily K. Gallagher. 2014. “Feasible, Rigorous, and Relevant: Validation of a Measure of Friendship Homophily for Diverse Classrooms.” Journal of Early Adolescence. Advanced online publication: doi: 10.1177/0272431614547051.

      McCormick, Meghan P., Ashley R. Turbeville, Sophie P. Barnes, and Sandee G. McClowry. 2014. “Challenging Temperament, Student-Teacher Relationships, and Behavior Problems in Low-Income Children: A Longitudinal Examination of Goodness of Fit.” Early Education and Development 25(8), 1198-1218. doi: 10.1080/10409289.2014.915676.

      McCormick, Meghan P., Erin E. O’Connor, Elise Cappella, and Sandee G. McClowry. 2013. “Teacher-Child Relationships and Academic Achievement in Kindergarten and First Grade: A Multilevel Propensity Score Model Approach.” Journal of School Psychology 51(5), 611-624. doi: 10.1016/j.jsp.2013.05.001.

      McCormick, Meghan P., Erin E. O’Connor, Elise Cappella, and Sandee G. McClowry. 2013. “Parent Involvement, Emotional Support, and Behavior Problems in Kindergarten: An Ecological Approach.” The Elementary School Journal 114(2), 277-300. doi: 10.1086/673200.

      Other co-authored publications:

      Cappella, Elise, Diana L. Hughes, and Meghan P. McCormick. 2016. “Cross-Race Friendships at the Transition to Middle School: The Role of Classroom Composition and Teacher Support.” Journal of Early Adolescence. doi: 10.1177/0272431616648454. Cappella, Elise, Erin E. O’Connor, Meghan P. McCormick, Ashley R. Turbeville, Ashleigh J. Collins, and Sandee G. McClowry. 2015. “Classwide Efficacy of INSIGHTS: Observed Student Behaviors and Teacher Practices in Kindergarten and First Grade.” The Elementary School Journal 116(2), 217-241. doi: 0013-5984/2015/11602-0003.

      Guerrero-Rosada, Paola, Christina Weiland, Meghan P. McCormick, JoAnn Hsueh, Jason Sachs, Catherine Snow, and Michelle Maier. 2021. “Process Quality and Children’s Language, Math, and Executive Function Gains in Prekindergarten: A Replication and Extension Study. Early Childhood Research Quarterly 54(1), 1-12. doi: 10.1016/j.ecresq.2020.07.009.

      Han, Jinjoo, Erin E. O’Connor, Meghan P. McCormick, and Sandee G. McClowry. 2017. “Child Temperament and Home-Based Parent Involvement at Kindergarten Entry: Evidence from a Low-Income, Urban Sample.” Early Education and Development 28(5), 590-606. doi: 10.1080/10409289.2017.1279531.

      Han, Jinjoo, Erin E. O’Connor, and Meghan P. McCormick. 2020. “The Role of Elementary School and Home Quality in Supporting Sustained Effects of Pre-K.” Journal of Educational Psychology 112(5), 956-972. doi: 10.1037/edu0000390.

      Harding, Jessica F., Dana McCoy, and Meghan P. McCormick. 2020. “Building Policies to Support Effective Transitions from PreK to Elementary School.” Introduction to the Early Childhood Research Quarterly 52(3), 1-4. doi: 10.1016/j.ecresq.2019.12.007.

      Horn, E. Parham, Meghan P. McCormick, Erin E. O’Connor, Sandee G. McClowry, and Frances C. Hogan. 2021. “Trajectories of Teacher-Child Relationships Across Kindergarten and First Grade: The Influence of Gender and Disruptive Behaviors,” Early Childhood Research Quarterly 55(2), 107-118.

      Hsueh, JoAnn, Meghan P. McCormick, Christine E Merrilees, Patricia Chou, and E. Mark Cummings. 2018. “Marital Interactions, Family Intervention, and Disagreements: A Daily Diary Study in a Low-Income Sample.” Family Process 57(2), 359-379. doi: 10.1111/famp.12296.

      Lu, Ying, Sharon L. Weinberg, Meghan P. McCormick. 2020 “Test-Taking for Gifted and Talented Kindergarten: Underscoring the Importance of Outreach,” Gifted & Talented Quarterly 64(4), 259-274. doi: 10.1177/0016986220941587.

      Merrilees, Christine E., Meghan P. McCormick, JoAnn Hsueh, Patricia Chou, and E. Mark Cummings. 2018. “Adolescent Emotional Responses to Interparental Interactions: A Daily Diary Approach with a Diverse Sample.” Journal of Child and Family Studies 27(5), 1460-1472. doi: 10.1007/s10826-017-0983-2.

      Neuhaus, Robin M., Meghan P. McCormick, and Erin E. O’Connor. 2021. “The Mediating Role of Teacher-Child Dependency in the Relationship Between Early Mother-Child Attachment and Behaviors in Middle Childhood. Attachment & Human Development. doi: 10.1080/14616734.2020.1751989.

      O'Connor, Erin .E., Elise Cappella, Meghan P. McCormick, and Sandee G. McClowry. 2014. “Enhancing Academic Development of Shy Children in Kindergarten and First Grade: A Test of the Efficacy of INSIGHTS.” School Psychology Review 43(3), 239-259.

      O’Connor, Erin E., Marc A. Scott, Meghan P. McCormick, and Sharon Weinberg. 2014. “Maternal Attachment and Behavior Problems. The Role of the Subsequent Caregiving Environment in Middle Childhood.” Attachment and Human Development 16(6), 590-612. doi: 10.1080/14616734.2014.937817.

      O’Connor, Erin E., Elise Cappella, Meghan P. McCormick, and Sandee G. McClowry. 2014. “An Examination of the Efficacy of INSIGHTS in Enhancing the Academic and Behavioral Development of Children in Early Grades.” Journal of Educational Psychology 106(4), 1156-1169. doi: 10.1037/a0036615.

      Perry, Justin C., Eric W. Wallace, and Meghan P. McCormick. 2018. “Making My Future Work: Evaluation of a New College and Career Readiness Curriculum.” Youth & Society 50(6), 841-866. doi: 10.1177/0044118X16658221.

      Rochester, Shana E., Christina Weiland, Rebecca Unterman, Meghan McCormick, Lillie Moffett. 2019. “The Little Kids Down the Hall: Associations Between School Climate, PreK Classroom Quality, and PreK Children’s Gains in Receptive Language and Executive Function.” Early Childhood Research Quarterly 48(3), 84-97. doi: 10.1016/j.ecresq.2019.02.008.

      Weiland, Christina, Meghan P. McCormick, Shira Mattera, and Michelle Maier. 2018. “Preschool Curricula and Professional Development Features for Getting to High-Quality Implementation at Scale: A Comparative Analysis across Five Trials.” AERA Open 4(1). doi: 10.1177/2332858418757735.

  • Projects