Michelle Bongard

Quantitative Analyst

Off Site Office

Education

M.S. in economics, Rensselaer Polytechnic Institute; B.S. in economics, Loyola Marymount University; B.S. in mathematics, Loyola Marymount University

One Page Bio

Overview

Michelle Bongard (she/her) is a quantitative analyst at the RAND Corporation. She is interested in a broad range of research topics in education, inequality, health, and homeland security. She has worked on projects pertaining to a variety of different topics within education including: social and emotional learning in elementary schools; implementation and fidelity of programs; postsecondary education; and survey analysis of teacher curriculum and practices. She has also worked on other topics such as: equity indicators in Pittsburgh; adult decisionmaking and confidence; financial literacy and cost and risk analysis surrounding disasters. Before coming to RAND, she worked for the monetary affairs division of the Federal Reserve Board in Washington D.C. While there, she completed research involving monetary policy transmission and worked on high-profile speeches and briefings for the Governors of the Board. She has a B.S. in mathematics and economics from Loyola Marymount University and earned her M.S. in economics from Rensselaer Polytechnic Institute.

Research Focus

Publications

Report
Social and Emotional Learning In Schools Nationally and in the Collaborating Districts Initiative: Selected Findings from the American Teacher Panel and American School Leader Panel Surveys
This report presents survey results examining whether school districts' participation in the Collaborating Districts Initiative has resulted in more frequent implementation of social and emotional learning practices than in comparable districts.
Jun 15, 2022
Report
Readiness to Implement Evidence-Based Practices in Public Elementary Schools: Findings from a National Survey of Teachers
Using survey data from a nationally representative panel of 1,065 public elementary school teachers, the authors of this report examined teachers' perspectives on their readiness to implement evidence-based practices at their schools.
Mar 23, 2022
Brochure
Roadmap of Scalable Analytic Methods
Scalable analytic methods refers to a collection of data-intensive methods, including artificial intelligence, machine learning, big data, and data science. This infographic illustrates how these methods relate to traditional analytical approaches.
Feb 9, 2022
Report
The Big Lift Evaluation: Research Findings Five Years In
The authors examine participation rates, kindergarten readiness, and third-grade outcomes of children eligible to participate in The Big Lift™, a preschool–third-grade initiative to designed to boost reading proficiency.
Nov 9, 2021
Research Brief
What Teachers Know and Do in the Common Core Era: Findings from the 2015–2017 American Teacher Panel
This brief describes work derived from five reports in RAND Education, which summarize some changes in what teachers know about Common Core standards and what they do in the classroom, based on RAND American Teacher Panel surveys.
Oct 2, 2018
Report
Changes in What Teachers Know and Do in the Common Core Era: American Teacher Panel Findings from 2015 to 2017
RAND Corporation researchers use data from surveys of the American Teacher Panel in 2015, 2016, and 2017 to provide evidence of change in teachers' use of instructional materials and knowledge of state standards and standards-aligned practices.
Sep 27, 2018
Journal Article
Pittsburgh Equity Indicators: A Baseline Measurement for Enhancing Equity in Pittsburgh
The 2018 Pittsburgh Equity Indicators report in enables the comparison of two years of data to measure change in disparities. The report includes information on equality scores for 2017 and 2018, as well as "change scores" between years.
2018
Journal Article
Pittsburgh Equity Indicators: A Baseline Measurement for Enhancing Equity in Pittsburgh
The Pittsburgh Equity Indicators assess annual progress toward equitable opportunities and outcomes for Pittsburghers of all races, genders, and incomes. The 2017 report summarizes baseline equality scores, which measure disparities in Pittsburgh.
2017