Jennifer T. Leschitz

Senior Policy Analyst
Off Site Office

Education

Ph.D. in psychology (developmental), University of Florida

Overview

Jennifer Tamargo Leschitz is a senior policy analyst with RAND. Tamargo has a solid background in planning and managing research projects, training field staff, and qualitative data collection and analysis.

Her current projects include a review of evidence on social emotional learning, development of an operational guide for voluntary summer programs, and management of an exploratory qualitative study on the feasibility of social distancing practices in K-12 schools. In prior years she contributed to examinations of quality rating and improvement systems for early learning programs and quality and effectiveness of voluntary summer programs. Her research interests broadly include the influence of cognitive and social factors on children's learning and the implications of these relationships for education and intervention programs targeting at-risk populations.

Tamargo formally trained in social science methodology and program evaluation and earned her Ph.D. in psychology (developmental focus) from the University of Florida.

Recent Projects

  • Review of Evidence on Social Emotional Learning
  • Feasibility of Social Distancing in K-12 Schools in the United States
  • National Summer Learning Demonstration
  • School Leader Evidence Review
  • Delaware Stars for Early Success Evaluation

Selected Publications

Epstein, Rebecca Herman, Susan M. Gates, Aziza Arifkhanova, Andriy Bega, Emilio Chavez-Herrerias, Eugene Han, Mark Harris, Jennifer Leschitz and Stephani Wrabel, school Leadership Interventions Under the Every Student Succeeds Act: Evidence Review: Updated and Expanded, RAND Corporation (RR-1550-2), 2017

Heather Schwartz, Lynn A. Karoly, Vi-Nhuan Le, Jennifer Tamargo and Claude Messan Setodji, Evaluation of Delaware Stars for Early Success: Year 1 Report (2014), RAND Corporation (RR-606-DOEL), 2014

M. Jeffrey Farrar, Hyeonjin Lee, Young-Hee Cho, Jennifer Tamargo and HyeKyeung Seunge, "Language and False Belief in Korean-Speaking and English-Speaking Children," Cognitive Development, 28:209-221, 2013

Publications