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Cynthia M. Simko

Pronouns: She/Her

Cynthia has over 20 years of experience in grant and federal research project management, survey design, recruitment, and data collection methods.

Her primary area of expertise is in survey development, PreK-12 and post-secondary multi-mode longitudinal and cross-sectional projects, and multi-mode qualitative and quantitative data-collection methods. The latter include computer-assisted telephone interviewing, computer-assisted personal interviewing, pen-and-paper personal Interviewing, and web-based interviewing.  

Cynthia has overseen a range of large- and small-scale research and evaluation efforts, successfully applying a variety of research methods and non-response mitigation strategies to achieve desired response rates. Under subcontracts to the American Institutes for Research (AIR), and funded by the U.S. Department of Education’s Institute of Education Sciences, Cynthia currently serves as the NORC project director for the Comprehensive Literacy Program Evaluation, National Evaluation of Title III, and the National Study of Special Education Spending Foundational Phase. Rounding out Cynthia's portfolio, she serves as the project manager for the Innovations in Sexual Assault Preventions Pilot Program Evaluation, and the Evaluation Training and Technical Assistance Center project, both funded by the Department of Defense.

Cynthia has made significant contributions to a number of other NORC projects such as the High School Experience Survey, Delaware COVID-19 Contact Tracing Project, National Education and Attainment Survey, the Impact of Comprehensive Support and Improvement Designation in Multiple Measure ESSA Accountability Systems study, School Effectiveness in Indiana study, School Improvement Status and Outcomes for Students with Disabilities Study, the National Longitudinal Study of No Child Left Behind, the National Longitudinal Survey of Youth 1979 Cohort, the Survey of Earned Doctorates, and the Survey of Doctorate Recipients.

Education

MA

DePaul University

BA

DePaul University

Project Contributions

National Assessment of Educational Progress

Assessing whether the NAEP, used to gauge learning progress, can also measure college readiness

Client:

National Assessment Governing Board

Comprehensive Literacy Program Evaluation

Assessing whether grants to promote youths’ reading and writing are having an impact

Client:

Institute of Education Sciences

High School Experience Study

Exploring the long-term impact of early college high schools on workforce and life outcomes

Client:

American Institutes for Research

Survey of Education Attainment

Exploring the impact of both accredited and non-accredited training programs

Client:

ECMC Foundation

Evaluating the U.S. Military’s Sexual Assault Prevention Programs

Rigorous evaluation of five initiatives aimed at preventing sexual harassment and sexual assault

Funder:

U.S. Department of Defense

Evaluation Training and Technical Assistance Center (ETAC)

Evaluation training, TA, and rigorous evaluations for DoD sexual assault prevention activities

Client:

Department of Defense (DoD)

School Effectiveness in Indiana Study

Examining what works for the state’s public, private, and charter schools

Client:

University of Notre Dame; University of Kentucky

Publications