Ginger Stoker is a senior researcher at AIR, with extensive experience in experimental and quasi-experimental research design, advanced quantitative data analysis, policy and program evaluation, and survey design and analysis. Presently, Dr. Stoker is the principal investigator for two Regional Educational Laboratory (REL) Southwest studies investigating the influence of Texas House Bill 5 (HB 5) on students’ mathematics course enrollment and completion: a descriptive study investigating trends in Algebra II enrollment, Algebra II completion, and advanced mathematics course failure rates for Grade 11 students in Texas public high schools; and a randomized, controlled trial (RCT) investigating the impact of providing parents with information about the role of Algebra II in college access and success on Algebra II enrollment and completion rates for students in Texas public schools in the entering cohort of 2014–15.
Dr. Stoker is also the principal investigator on another REL Southwest study examining relationships between students’ noncognitive factors and their transitions to high school in New Mexico. Additionally, Dr. Stoker is the lead quantitative researcher on AIR’s evaluation of HB 5, being conducted for the Texas Education Agency. On this project, she designs and oversees quasi-experimental analyses investigating the influence of HB 5 on student outcomes, including college readiness, high school graduation, college enrollment and completion, and employment and earnings.
Dr. Stoker earned her doctoral degree in social service administration from the University of Chicago, where she was an Institute of Education Sciences (IES) pre-doctoral training fellow. Dr. Stoker is a What Works Clearinghouse certified reviewer and has completed the IES Summer Research Training Institute on Cluster Randomized Trials and the IES Summer Research Training Institute on the Design and Analysis of Practical Quasi-experiments.