Philip M. Sirinides

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Director, Institute of State and Regional Affairs
Associate Professor of Education, School of Behavioral Sciences and Education
W331-P Olmsted; 133 Church Hall

Dr. Philip M. Sirinides is the Director of the Institute of State and Regional Affairs (ISRA) and an associate professor in the School of Behavioral Sciences and Education at the Pennsylvania State University at Harrisburg. His primary areas of expertise include mixed-methods in randomized experiments and quasi-experiments of social interventions and policies, and the development and use of integrated data systems for public sector planning and evaluation. He is the principal of ECDataWorks which provides innovative opportunities for collaborating states to improve the delivery and use of their early childhood data among state policymakers and practitioners. Other recent and current projects include the evaluation of the i3 Scale-Up of Reading Recovery, the i3 validation of SunBay Digital Mathematics, an experiment to strengthen teachers’ engagement with data on teaching and learning, an evaluation of Pennsylvania's child care quality rating system, a study of the economic value of resources delivered in early childhood education settings, a study of suspension and climate in the School District of Philadelphia, and a longitudinal study on the effects of education and professional development on beginning STEM teacher persistence.

Formerly, Dr. Sirinides was a Research Assistant Professor at the Graduation School of Education at the University of Pennsylvania Graduate School of Education, and a Senior Researcher at the Consortium for Policy Research in Education (CPRE). Prior to that Dr. Sirinides developed and implemented a broad research program to inform and promote the effectiveness of Pennsylvania’s children and family services as the Director of Research and Evaluation for Early Childhood at the Pennsylvania Department of Education. There, he was instrumental in the development of Pennsylvania’s unified early childhood data system, which is nationally recognized as a leader in generating and using evidence to promote accountable and higher quality early childhood systems. He has regularly prepared reports for policy makers, practitioners, and the public, as well as for national conferences and peer-reviewed journals.

Sirinides, P., Gray, A. & May, H. (2018). The Impacts of Reading Recovery at Scale: Results from the Four-Year i3 External Evaluation. Educational Evaluation and Policy Analysis, 40 (3), 316-335.

Ingersoll, R., Sirinides, P., & Dougherty, P. (2018). Leadership Matters Teachers’ Roles in School Decision Making and School Performance. American Educator, 7(2018), 8.

Sirinides, P. & Coffey, M. (2018). Leveraging Early Childhood Data for Better Decision Making. The Education Standard, National Association of State Boards of Education, 18(1), 35-38.

Supovitz, J. & Sirinides, P. (2018). The Linking Study: An Experiment to Strengthen Teachers’ Engagement with Data on Teaching and Learning. American Journal of Education, 124(2), 161-189.

Sirinides, P., Fink, R. & DuBois, T. (2017). A study of early learning services in museums and libraries. Early Childhood Education Journal, 45(4), 563-573.

Castleman, B., Haskins, R., Akers, B., Baron, J., Dynarski, S., Farran, D., Feldman, A., Jones, D., Keys, B., Maynard, R., Sirinides, P., & Zinman, J. (2017). Behavioral policy interventions to address education inequality. Behavioral Science & Policy, 3(1), 43–50.

Sirinides, P. (2015). Unintended consequences of the push to close the gap by increasing quality. The Education Standard, National Association of State Boards of Education, 15(2), 43-48.

May, H., Gray, A., Sirinides, P., Gillespie, J., Sam, C., Goldsworthy, H., Armijo, M., & Tognatta, N. (2015). Year one results from the multisite randomized evaluation of the i3 scale-up of reading recovery. American Educational Research Journal, 52(3), 547-581.

Supovitz, J., Sirinides, P., & May, H. (2010). How principals and peers influence teaching and learning. Educational Administration Quarterly, 46, 31-56.

Ebby, C., & Sirinides, P. (2015). Conceptualizing teachers’ capacity for learning trajectory-oriented formative assessment in mathematics. In Middleton, J., Cai, J. & Hwang, S. (Eds.), Large-Scale Studies in Mathematics Education. Springer International Publishing.

Gray, A., Sirinides, P., Fink, R., Flack, A., DuBois, T., Morrison, K. & Hill, K. (2017). Discipline in Context: Suspension, Climate, and PBIS in the School District of Philadelphia. CPRE Research Reports, Philadelphia, PA.

Ingersoll, R., Sirinides, P. & Dougherty, P. (2017). School Leadership, Teachers’ Roles in School Decision-making, and Student Achievement. Consortium for Policy Research in Education Working Papers, Philadelphia, PA.

Sirinides, P., Fantuzzo, J., LeBoeuf, W., Barghaus, K. & Fink, R. (2015). An Inquiry into Pennsylvania’s Keystone STARS. Consortium for Policy Research in Education, Philadelphia, PA.

Sirinides, P., & Fink, R. (2014). Early Childhood State Data Systems: Putting Data to Work. Washington, DC: U.S. Department of Education, Institute of Education Sciences, Regional Educational Laboratory Mid-Atlantic, Rockville, MD.

Sirinides, P., Supovitz, J., Tognatta, N., & May, H. (2013). The Impact of the GE Foundation Developing Futures in Education Program on Mathematics Performance Trends in Four Districts. Consortium for Policy Research in Education, Philadelphia, PA.

May, H., Rodriguez, A., Sirinides, P., Perna, L., Yee, A., & Ransom, T. (2013). Apples and Oranges: Comparing the Backgrounds and Academic Trajectories of International Baccalaureate (IB) Students to a Matched Comparison Group. Consortium for Policy Research in Education, Philadelphia, PA.

Ph.D., Quantitative Methods - University of Pennsylvania

M.S.Ed. - University of Pennsylvania

B.S.Ed., Secondary Education (PA Certified) - Temple University

EDUC 591: Teaching and Curriculum MEd Capstone Course