Kelly Hallberg

Kelly Hallberg

Principal Researcher, Education Program
American Institutes for Research


Kelly Hallberg, Ph.D. is a principal researcher specializing in program evaluation and policy analysis at AIR. Her areas of specialization include methodological issues in evaluating the impacts of educational interventions, quasi-experimental design, and providing usable information to states and school districts on the effects of programs and policies. Her recent work has focused on teacher quality and improving college and career readiness. Dr. Hallberg is currently serving as the principal investigator on an Institute for Educational Sciences Statistical and Research Methodology in Education Grant exploring the robustness of Comparative Interrupted Time Series in practice. She also serves the co-PI on an NSF PRIME grant that uses within study comparisons to examine the bias reduction associated with condition on true and proxy pretest measures of the outcome in observational studies in education. She has published in the American Journal of Evaluation, is a frequent presenter at Society for Research on Educational Effectiveness conferences, and has conducted numerous technical reports for a variety of federal, state, and local education agencies.



Year Degree Institution
2013 PhD, Human Development and Social Policy
Human Development and Social Policy
Northwestern University
2011 MA, Human Development and Social Policy Northwestern University
2005 MPP Irving B. Harris School of Public Policy Studies, University of Chicago
2001 BA, Political Science, Education Concentration Carleton College

Selected Publications

St. Clair, T., Cook, T.D., & Hallberg, K. (2014). Examining the internal validity and statistical precision of the comparative interrupted time series design by comparison with a randomized experiment.. American Journal of Evaluation..

Hallberg, K., Wing, C., Wong, V., & Cook, T.D. (2013). Experimental designs for causal inference: Clinical trials and regression discontinuity designs. In Oxford handbook on quantitative methods. Oxford University Press.

Smylie, M. & Hallberg, K (2009). The meaning of continuous improvement. In Smylie, M. A. Never good enough: The theory and practice of continuous improvement in schools. Thousand Oaks, CA: Corwin.

Research Interests

Research methodology, quasi experimental design, within study comparisons, education policy, and evaluating the effectiveness of education reforms and interventions

Last Updated: 2014-09-08 15:11:44