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Research Team

The Research Branch of the MLDS Center includes Team members on both the Baltimore and College Park campuses of the University of Maryland System. These research scholars bring a variety of knowledge and skills in education and workforce research areas as well as the most advanced statistical methods available for the analysis of longitudinal education and workforce data. The Center Research Team includes faculty as well as doctoral students; the faculty representing the highest level of scholarship within the University of Maryland while the doctoral students, by interning with the Center, are the scholars of the future in education and workforce research.

Below, we list the Center Research Team members and provide a brief biographical sketch.

Dr. Angela K. Henneberger, Ph.D.
Dr. Angela K. Henneberger, Ph.D.

Dr. Angela K. Henneberger, Ph.D., is Principal Investigator and Director of Research of the MLDSC. She is a Research Assistant Professor at the University of Maryland School of Social Work. Dr. Henneberger’s research applies advanced quantitative methods to examine the academic, social, emotional, and behavioral development of children and adolescents, with a specific focus on at risk students. Dr. Henneberger received her Ph.D. from the University of Virginia, where she was awarded an Institute of Education Sciences (IES) predoctoral fellowship. She completed a postdoctoral fellowship at the Pennsylvania State University in the Prevention and Methodology Training (PAMT) program.

Dr.Terry V. Shaw, Ph.D.
Terry V.Shaw, Ph.D.

Dr.Terry V., Shaw, Ph.D. is Associate Director of Research of the MLDSC and Associate Professor at the University of Maryland, School of Social Work. He received his MPH and Ph.D. in Social Welfare from the University of California, Berkeley. Dr. Shaw has expertise in advanced statistical methods and extensive experience utilizing longitudinal data systems to answer questions related to service outcomes and to inform policy. Dr. Shaw is particularly interested in examining the pathways into and through child serving systems, focusing on opportunities for state systems to understand service overlaps, improve overall service delivery, and address the multiple needs of the children and families involved with these systems.

Dr.Laura M. Stapleton, Ph.D.
Laura M. Stapleton, Ph.D.

Dr.Laura M. Stapleton, Ph.D., is Associate Director of Research with the MLDSC and is an Associate Professor in the Department of Human Development and Quantitative Methodology. Dr Stapleton research interests include the analysis of survey data obtained under complex sampling designs and multilevel latent variable models, including tests of mediation within a multilevel framework. Prior to earning her Ph.D. from the University of Maryland in 2001, she was an economist at the Bureau of Labor Statistics and, subsequently, conducted educational research at the American Association of State Colleges and Universities and as Associate Director of institutional research at the University of Maryland.

Dr. Bess Rose
Bess Rose

Dr. Bess A. Rose, Ed.D., is a Statistician with the MLDSC and the University of Maryland School of Social Work. Dr. Rose’s research interests include understanding the contributions of school and work environments to children’s and adults’ growth trajectories. She received her doctorate from the Johns Hopkins University School of Education, with support of an IES predoctoral fellowship. In her dissertation she applied cross-classified multiple membership growth models to examine the relative impact of different types of school moves on academic achievement. Prior to joining the MLDS Center, she was a senior study director at Westat, research and evaluation coordinator at the Maryland State Department of Education, and technical writing advisor at Goucher College’s Graduate Programs in Education.

Dr. David Blazar
David Blazar

Dr. David Blazar is an Investigator with the MLDS Center and is Assistant Professor of Education Policy and Economics at the University of Maryland. His research examines teacher labor markets, with a focus on professional learning, organizational contexts of schools and districts, and accountability policy. His work is published in American Educational Research Journal, Economics of Education Review, Educational Evaluation and Policy Analysis, Educational Researcher, among other publications. He received the AEFP Flanigan Outstanding Dissertation Award and was named an emerging education policy scholar by the Fordham Institute. He received his doctorate in quantitative policy analysis in education from the Harvard Graduate School of Education. He holds a masters in policy and management and a bachelors in history and literature, also from Harvard. He previously taught high-school English in New York City.

Dr. Tracy Sweet
Tracy Sweet

Dr. Tracy Sweet is an Investigator with the MLDS Center and is Assistant Professor in the Measurement, Statistics and Evaluation program in the Department of Human Development and Quantitative Methodology at the University of Maryland. Her research focuses on statistical social network models with particular focus on the types multilevel network models needed for education data. She holds a Ph.D. in statistics from Carnegie Mellon University.

Dr. Jane Lincove
Jane Lincove

Dr. Jane Lincove is an Investigator with the MLDS Center and is Associate Professor of Public Policy at UMBC. She is also a Research Fellow at the Education Research Alliance for New Orleans at Tulane University. Her research focuses on the implementation and effects of market-based policy in public education, with a particular interest in the equity effects on low-income families, minorities, and girls. Dr. Lincove earned her Ph.D. in Public Policy from the University of Southern California.

Dr. Nolan Pope
Nolan Pope

Dr. Nolan Pope is an Investigator with the MLDS Center and is an Assistant Professor in the Department of Economics at the University of Maryland. Dr. Pope is a labor economist and applied microeconomist who specializes in public policy that improves individuals’ labor market and educational outcomes. His recent research focuses on how measuring and rating teacher quality affects both students and teachers, and how public policies influence underprivileged groups such as immigrants and low-income populations. He holds a Ph.D. in Economics from the University of Chicago, and a B.A. in Economics from Brigham Young University.

Mathew C. Uretsky MSW, MPH, Ph.D.
Mathew C. Uretsky MSW, MPH, Ph.D.

Dr. Mathew C. Uretsky received his Ph.D. from the University of Maryland School of Social Work in 2016. He has nearly a decade of experience as a social work practitioner and researcher working with schools, families, and community organizations to improve outcomes in underserved communities in the U.S. and internationally. Most recently his work has focused on building the capacity of state agencies to use administrative data for policy and program development. His research interests include the development and evaluation of interventions to support positive youth development. More specifically, his work examines the risk and protective factors that impact the academic and behavioral development of children and youth, with a focus on how the school and family environment influence student outcomes.

Daniel Bonnéry, Ph.D
Daniel Bonnéry, Ph.D.

Daniel Bonnéry is a research associate at the University of Maryland’s Joint Program in Survey Methodology (JPSM). He is also an agent on leave from the French National Institute of Statistics and Economical Studies (INSEE). Dr. Bonnéry received his PhD in Statistics from the University of Rennes 1. In addition to the INSEE he has worked for the French Ministry of Agriculture, the ENSAI (French National School of Statistics and Information Analysis), and the Toulouse School of Economics. Until March 2013 he was a member of CREST (Center for Research in Economics and Statistics). As a research associate in JPSM, in University of Maryland, his research was supported by the US Census Bureau (2013-2014) and by Nielsen (2015).

Amber Bloomfield, Ph.D
Amber Bloomfield, Ph.D.

Amber Bloomfield, Ph.D., is Data Scientist at the Office of Institutional Research, Planning, and Assessment at University of Maryland, College Park. Dr. Bloomfield's research interests include data-mining, educational program assessment, and change in skills over time. Dr. Bloomfield has statistical expertise in data-mining approaches such as random forest and gradient boosted models and in latent growth and multi-level modeling. Prior to joining the IRPA office, Dr. Bloomfield worked as a research scientist at the Center for Advanced Study of Language at University of Maryland, College Park. Dr. Bloomfield received her Ph.D. in Cognitive Psychology from Northwestern University in 2005.

Dawnsha R. Mushonga, Ph.D., LCPC-C, NCC
Dawnsha R. Mushonga, Ph.D.

Dawnsha R. Mushonga, Ph.D., is a Postdoctoral Fellow in School-Based Prevention and Intervention Science at the University of Maryland, School of Social Work. She received her Ph.D. in Social Work from Morgan State University in 2017. She has worked in the human services field for over ten years in various settings that have contributed to her extensive clinical experience. Dr. Mushonga approaches her research from an interdisciplinary perspective focusing on mental health, positive youth development, minorities and at-risk populations, and social justice.

Yating Zheng
Yating Zheng

Yating Zheng is a second year doctoral student in Measurement, Statistics and Evaluation program in the Department of Human Development and Quantitative Methodology, University of Maryland, College Park. Her research interests include multilevel modeling, classification and large-scale assessment in educational setting. She is skilled at data analysis using the software of R, SAS and SPSS.

Heath Witzen
Heath Witzen

Heath Witzen is a fourth year doctoral student in the Economics program at University of Maryland, College Park. His research is in the field of Public Economics, with a focus on the economics of higher education. His research studies federal and state programs that are designed to increase enrollment and persistence at postsecondary institutions and examines the labor market returns to program participants.