Katie Drummond

Overview

Katie Drummond brings over 20 years of experience in evaluation, technical assistance, and research–practice partnerships focused on improving learner outcomes, especially for underserved populations. Drummond has managed a variety of complex, mixed-methods research and technical support efforts covering a range of education practice and policy topics. She has particular expertise in the areas of literacy, early childhood education, and special education.  

As director of the federally funded Regional Educational Laboratory Northwest since 2022, Drummond oversees 10 partnerships involving collaborative projects with partners at the local and state levels and multiple teams, subcontractors, and advisors. Projects in the five Northwest states cover an array of topics and initiatives of high importance to partners and involve creating, using, and disseminating evidence.  

Drummond has served as principal investigator or project director for randomized controlled trials of literacy and preschool interventions for Institute of Education Sciences grants and contracts programs and the Education Innovation and Research program. She also conducted implementation and feasibility studies for the Policy and Program Studies Service, the Office of Head Start, the Office of Elementary and Secondary Education, and other foundations and nonprofits. Before joining WestEd, Drummond worked for American Institutes for Research and the Educational Policy Improvement Center. Drummond began her career teaching elementary special education students. 

Education

• PhD in psychological studies, University of California, Los Angeles  
• MA in psychological studies, University of California, Los Angeles     
• BS in psychological services, Northwestern University 

Select Publications

Drummond, K. V., Tucker-Bradway, N., Smith, D., Hubbard, D., Meakin, J., & Salinger, T. (2020). Children’s Literacy Initiative: i3 Scale Up RCT. AIR. 

Stoker, G., Drummond, K., Massengale, C., Bahr, C., Lin, S., & Vaughn, S. (2019). Dyslexia and related disorders report study. AIR; Texas Education Agency.  

Drummond, K. V., Holod, A., Perrot, M., Wang, A., Munoz-Miller, M., Ncube, M., & Turner, H. (2016). Preschool through third grade alignment and differentiated instruction: A literature review. Policy and Program Studies Service, DOE. 

Manship, K., Farber, J., Smith, C., & Drummond, K. (2015). Case students of schools implementing early elementary strategies: Preschool through third grade alignment and differentiated instruction. Office of Planning, Evaluation and Policy Development, Policy and Program Studies Service, U.S. Department of Education. 

Howard, E. C., & Drummond, K. V. (Eds.). (2014). Head Start professional development: Design options and considerations for an evaluation of Head Start coaching. U.S. Department of Health and Human Services, Office of Planning, Research and Evaluation; American Institutes for Research; MDRC; MEF Associates; Child Trends. 

Conley, D. T., Drummond, K. V., de Gonzalez, A., Rooseboom, J., & Stout, O. (2011). Reaching the goal: The applicability and importance of the Common Core State Standards to college and career readiness. Educational Policy Improvement Center. 

Drummond, K. V., Chinen, M., Duncan, T., Miller, H., Fryer, L., Zmach, C., & Culp, K. (2011). Impact of the Thinking Reader software program on grade 6 reading vocabulary, comprehension, and motivation (NCEE 2010-4035). NCEE; DOE.