Dr. Angela K. Henneberger is a Research Associate Professor at the University of Maryland School of Social Work. Dr. Henneberger's research is situated at the intersection of education, developmental science, and prevention science, leveraging administrative data to examine the academic, social, and behavioral development of students in school contexts, with implications for policy and school-based prevention programming. Her most recent research, funded by the Institute of Education Sciences (R305A230398), leverages statewide administrative data to conduct long-term follow up analyses of an initial randomized controlled trial of a multi-tiered systems of support (MTSS) framework to improve students' academic and behavioral outcomes. The ultimate goal of her research is to strengthen the design and evaluation of policies and programs to prevent developmental problems and promote healthy development in school-based settings. Her research leveraging administrative data to support decisions in school-based settings has won awards from the Society for Prevention Research and the American Educational Research Association. Dr. Henneberger also serves as the Research Director and Principal Investigator of the Maryland Longitudinal Data System (MLDS) Center Research Branch, an interagency agreement with the state of Maryland to conduct advanced statistical analyses to inform state and local education policy decisions. Dr. Henneberger received her Ph.D. from the University of Virginia, where she was awarded an Institute of Education Sciences (IES) predoctoral fellowship. She completed a postdoctoral fellowship at the Pennsylvania State University in the Prevention and Methodology Training (PAMT) program.
About
Expertise & Interests
- school based intervention; positive youth development; academic achievement; social and behavioral development; linked administrative data; long-term outcomes
BS; University of Maryland, Psychology and Criminology/Criminal Justice
PhD; University of Virginia, Educational Psychology: Applied Developmental Science
Henneberger, A.K., Rose, B., Feng, Y., Johnson, T., Register, B., Stapleton, L.M., Sweet, T., & Woolley, M.E. (2023). Estimating student attrition in school-based prevention studies: Guidance from State Longitudinal Data in Maryland. Prevention Science, 1-11.
Uretsky, M.C., Mirakhur, Z., Clark-Shim, H., Hill, K., & Henneberger, A.K. (2023). The promise of persistence: Expanding the framework for high school completion. Children & Schools, 45 (3), 139-150. https://doi.org/10.1093/cs/cdad009
Uretsky, M.C. & Henneberger, A.K. (2023). Supporting late graduates, GED earners, and non-completers through the transition into postsecondary and the labor market. Preventing School Failure, 67 (1), 68-77. https://doi.org/10.1080/1045988X.2022.2109003
Henneberger, A.K., Rose, B.A., Mushonga, D.R., Nam, B., & Preston, A.M. (2022). Expanding the understanding of school concentrated disadvantage using free and reduced-price meals data: Links to college and labor market outcomes in Maryland. Journal of Education for Students Placed at Risk (JESPAR), 1-29. https://doi.org/10.1080/10824669.2022.2045994
Henneberger, A.K., Witzen, H., & Preston, A.M. (2022). A longitudinal study examining dual enrollment as a strategy for easing the transition to college and career for emerging adults. Emerging Adulthood, 10 (1), 225-236. https://doi.org/10.1177/2167696820922052