Jason Snipes

Overview

Jason Snipes is an expert in applied education research with over 27 years of experience. He has led multiple large- and small-scale RCTs, quick turnaround RCTs, quasi-experimental impact studies, and case studies and implementation research. His work spans topics such as career and technical education, math education, literacy, teacher professional development, and psychosocial supports. Addressing the factors that undermine the success of Black, Latine, and other underserved students is a through line of his work.

Snipes serves as Director of Applied Research for the Regional Educational Laboratory West (REL West). He supports the portfolio of REL applied research studies. He is a WWC Certified reviewer with over 27 years of experience in applied education research and evidence-based technical assistance. He has designed and led randomized trials and quasi-experimental, qualitative, and implementation studies. He currently leads two large-scale RCTs. His recent research focuses on psychosocial supports that can facilitate Black and Latine students’ academic success and well-being. He has published multiple peer-reviewed studies, including a randomized trial of Elevate Math, which met WWC standards without reservations.

Prior to joining WestEd, Snipes served as the Deputy Director of K–12 Education Research at MDRC, Research Director for the Council of the Great City Schools, VP and Director for the Center for Education Research Evaluation and Technology at AED, and VP of Education Research at IMPAQ International. Snipes is committed to conducting policy-relevant, applied research that is done in partnership with and meets the needs of education practitioners and underserved communities, particularly in large urban school districts.

Education

• PhD in public policy, Harvard University 
• MPP in public policy, Harvard University 
• BA in political science, Stanford University 

Select Publications

Snipes, J. (2024). Empathic instruction: A powerful tool for addressing inequitable disciplinary actions in schools [Infographic]. U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. https://ies.ed.gov/ncee/rel/Products/Region/west/Resource/107756

Snipes, J. (2023, February 8). Self-affirmation as resistance to negative stereotypes of Black and Latino students.Inside IES Research (20th Anniversary Series & Black History Month Celebration). https://ies.ed.gov/blogs/research/post/self-affirmation-as-resistance-to-negative-stereotypes-of-black-and-latino-students

Snipes, J. (2023, January 31). Understanding academic mindsets. IES Regional Educational Laboratory Program. https://ies.ed.gov/ncee/rel/Products/Region/west/Blog/10699

Snipes, J., & Jacobson, A. (2021). Academic mindsets and behaviors, prior achievement, and the transition to middle school [Infographic]. U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory West. https://ies.ed.gov/ncee/rel/Products/Publication/100427

Snipes, J., & Jacobson, A. (2021). Self-affirmation: A powerful tool for addressing stereotype threat (REL 2022–123). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory West. https://ies.ed.gov/ncee/rel/regions/west/relwestFiles/pdf/4-2-3-35_Self-Affirmation_Infographic_508C.pdf?_ga=2.267433741.2019888248.1719242154-1317899479.1697835907

Snipes, J., & Tran, L. (2017). Growth mindset, performance avoidance, and academic behaviors in Clark County School District (REL 2017-226). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory West. https://files.eric.ed.gov/fulltext/ED573495.pdf

Snipes, J., & Tran, L. (2016). Early indicators and academic mindsets in the Clark County School District. REL West at WestEd. https://files.eric.ed.gov/fulltext/ED573499.pdf

Snipes, J., & Finkelstein, N. (2015). Opening a gateway to college success: Algebra at the right time. REL West at WestEd. https://files.eric.ed.gov/fulltext/ED559739.pdf

Snipes, J., Huang, C. W., Jaquet, K., & Finkelstein, N. (2015). The effects of the Elevate Math summer program on math achievement and algebra readiness. (REL 2015–096). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory West.

Snipes, J., Fancsali, C., & Stoker, G. (2012). Student academic mindset interventions: A review of the current landscape. Stupski Foundation.

Snipes, J., & Casserly, M. (2004). Urban school systems and education reform: Lessons from a case study of large urban school systems. Journal of Education for Students Placed at Risk, 9(2), 127–141. Kemple, J., & Snipes, J. (2000). Career academies: Impacts in educational and youth development outcomes during high school. Manpower Demonstration Research Corporation.

Honors, Awards, and Affiliations

Associate Editor, Education Evaluation and Policy Analysis Journal, 2023–Present

Member, Board of Directors, Society for Research on Educational Effectiveness, 2022–Present

Evaluation Advisory Committee, Edna McConnell Clark Foundation, 2009–2020

Recent Media Appearances

• Self-Affirmation as Resistance to Negative Stereotypes of Black and Latino Students, Inside IES Research: IES 20th Anniversary Blog Series, Black History Month Edition, February 2023.