Peggy Clements [research scientist]

Margaret (Peggy) Clements, a research scientist at EDC, has worked in the overlapping fields of developmental psychology and education research for over 20 years. She brings her expertise in quantitative research design and data analysis to studies at CCT and across EDC’s Learning and Teaching Division.

Dr. Clements is currently co-Principal Investigator of Eliciting Mathematics Misconceptions (EM2), an IES-funded measurement development project. EM2 is developing a cognitive diagnostic assessment system designed to determine whether middle-grades students hold specific types of misconceptions regarding fractions, decimals, and operations with fractions and decimals. As part of her work on the Regional Education Laboratory–Northeast and Islands, she was co-Principal Investigator for the Online Algebra Study, a large-scale randomized controlled trial that investigated the effectiveness of using an online course to expand eighth-grade students’ access to Algebra I. In addition to the projects she directs, Peggy serves as the supervising quantitative research methodologist for multiple projects at CCT, including Advancing Biology Education for Online Professional Development and the Possible Worlds impact study.

Dr. Clements has extensive experience supervising and advising the work of researchers from a variety of disciplines, including psychology, education, medicine, public policy, and social work. She has developed and taught statistical workshops designed to foster other researchers’ understanding of statistical methods. She is committed to working with graduate students and researchers to develop their understanding of and ability to conduct quantitative research.

Peggy holds master's and doctorate degrees in psychology from New York University, and a bachelor's degree in women's studies and sociology from Barnard College, Columbia University.