Mengyi Li is a researcher at AIR. Dr. Li has over 5 years of experience conducting classroom-based research with expertise in literacy development as well as methodological strengths in quantitative analysis and survey development. Currently, Dr. Li provides expert support for review and research activities related to multiple national surveys and assessment programs sponsored by the National Center for Educational Statistics, including the National Assessment of Education Progress (NAEP), the Early Childhood Longitudinal Study, Kindergarten class 2010-2011 (ECLS-K:2011), and the Middle Grades Longitudinal Study of 2017–18 (MGLS:2017).
Dr. Li earned her doctorate in educational psychology, with dual emphases on learning sciences and measurement and a minor in statistics. During her graduate study, she was involved in research focused on classroom discussion and critical thinking, with an emphasis on using both psychological theory and methods to investigate the underlying processes of students' abilities to read and critically analyze text, and to achieve deeper conceptual learning. She has authored more than 10 peer-reviewed journal articles (e.g., Contemporary Educational Psychology and the American Educational Research Journal) and book chapters as well as presented more than 30 international conference presentations about various topics related to student literacy growth, reading assessments, and dialogic pedagogy. Dr. Li also serves as a professional reviewer for top journals from the fields of educational psychology including the Journal of Educational Psychology, the Review of Educational Research, and Contemporary Educational Psychology.
Ph.D., Educational Psychology, Pennsylvania State University; M.A., Teaching of English as a Second Language, University of Illinois at Urbana-Champaign