Andrew Mashburn, Ph.D.
Department of Psychology
Andrew J. (Andy) Mashburn is an Associate Professor in Applied Developmental Psychology at Portland State University. He received a Ph.D. in Community Psychology from Georgia State University, a MS in Industrial-Organizational Psychology from the Georgia Institute of Technology, and a BS in Psychology and Biology from the University of Alabama. Prior to coming to PSU, he was a Senior Research Scientist and Assistant Director of Research Methods at the Center for Advanced Study of Teaching and Learning (CASTL) at the University of Virginia.
The primary goal of Andy’s work is to identify, develop, and test new approaches to promote children’s school readiness. He worked on evaluation studies of Georgia’s universal pre-k program, the Virginia Quality Rating and Improvement System, the MyTeachingPartner pre-k teacher professional development program, and the Head Start Impact Study. He was an investigator on three federally-funded experimental studies testing the impacts of early interventions, including the Read it Again-Pre-K Curricular Supplement, the Minds in Motion fine motor skills program, and the WINGS social and emotional learning after-school program. He is currently involved in studies of the Multnomah County (Oregon) Early Kindergarten Transition Program, mindfulness training for early childhood educators (Gates Foundation), and mindfulness training for middle school teachers (WT Grant and Spencer Foundations). Andy is also interested in educational measurement, with a recent focus on observational methods to improve the reliability and validity of measures of preschool quality.
PSU Research Profile
Selected Current and Past Projects (Funder in parentheses)
Evaluation of the Multnomah County's Early Kindergarten Transition Program (PSU and Multnomah County)
Evaluation of the Impacts and Implementation of the WINGS for Kids After-School Social Emotional Learning Program (Institute of Education Sciences and Social Innovation Fund)
Testing the Efficacy of Mindfulness Training for Teachers on Improving Classroom Settings (WT Grant and Spencer Foundations)
Examining the Effects of MPower and MindUp Mindfulness Interventions (Bill and Melinda Gates Foundation)
Examining the Reliability /Validity Trade-Off: Procedures that Optimize the Reliability and Validity of Classroom Obervations (WT Grant Fooundation)
Efficacy of Read it Again! in Rural Preschool Programs (Institute of Education Sciences)
Longitudinal Analysis for the Head Start Impact Study 3rd Grade Follow-up (Westat)
Mashburn, A., & Yelverton, R. (in press). Patterns of experiences across Head Start and kindergarten classrooms that promote children’s long-term development. In A.J. Reynolds and A. J. Rolnick (Eds.), Sustaining Early Childhood Gains. New York: Cambridge University Press.
Mashburn, A. J., Justice, L. M., McGinty, A., & Slocum, L. (2016). The impacts of a scalable intervention on the language and literacy development of rural pre-kindergartners. Applied Developmental Science, 20(1), 61-78.
Mashburn, A., Meyer, J. P., Allen, J., & Pianta, R. (2014). The effect of observation length and presentation order on the reliability and validity of classroom observations. Educational and Psychological Measurement, 74 (3), 400-422.
Mashburn, A. (2014). The importance of quality pre-kindergarten programs for promoting school readiness skills. In S. Landry and C. Cooper (Eds.), Wellbeing: A Complete Reference Guide Volume I (pp. 271-296). Oxford: Wiley-Blackwell.
Mashburn, A. J., Downer, J. T., Rivers, S., Brackett, M., & Martinez, A. (2013). Improving the power of an experimental study of a social and emotional learning program: Application of generalizability theory to the measurement of classroom-level outcomes. Prevention Science, 15(2), 146-155.
Puma, M., Bell, S., Cook, R., Heid, C., Broene, P., Jenkins, F., Mashburn, A., & Downer, J. (2012). Third grade follow-up to the Head Start Impact Study: Final report. Washington, DC: OPRE Report #2012-45 Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.
Serpell, Z. N., & Mashburn, A. (2012). Family-school connectedness and children’s early social development. Social Development, 21, 21-46.
Burchinal, M., Vandergrift, N., Pianta, R. C., & Mashburn, A. (2010). Threshold analysis of the association between childcare quality and child outcomes for low-income children in pre-k programs. Early Childhood Research Quarterly, 25, 166-176.
Mashburn, A., Downer, J. D., Hamre, B. K., Justice, L. M., & Pianta, R. C. (2010). Teaching consultation and children’s language and literacy development during pre-kindergarten. Applied Developmental Science, 14, 179 - 198.
Mashburn, A., & Pianta, R. (2010). Opportunity in early education: Improving teacher-child interactions and child outcomes. In A. Reynolds, A. Rolnick, M. Englund, & J. Temple (Eds.), Childhood Programs and Practices in the First Decade of Life: A Human Capital Integration (pp. 243 - 265). New York, NY: Cambridge University Press.
Mashburn, A., Justice, L., Downer, J., & Pianta, R. (2009). Peer effects on children's language achievement during pre-kindergarten. Child Development, 80, 686-702.
Mashburn, A., Pianta, R., Hamre, B., Downer, J., Barbarin, O., Bryant, D., Burchinal, M., Early, D., & Howes, C. (2008). Measures of pre-k quality and children's development of academic, language and social skills. Child Development, 79, 732-749.
Mashburn, A. (2008). Quality of social and physical environments in preschools and children's development of academic, language, and literacy skills. Applied Developmental Science, 12, 113-127.
Mashburn, A., & Pianta, R. (2006). Social relationships and school readiness. Early Education and Development, 17, 151-176.
Henry, G., Rickman, D., Ponder, B., Henderson, L., Mashburn, A., & Gordon, C. (2005). Report of the findings from the Georgia Early Childhood Study: 2001-2004. Research Report Prepared for the Georgia Office of School Readiness.