Mathematica is conducting impact and performance evaluations to assess programs to improve secondary education and help develop the youth workforce in Guatemala.
- Design and implementation of impact evaluations
- Measurement development
- Data collection
- Social and emotional learning
- Early Childhood
- Child Development
- International Research
- Education and Workforce Development
- Human Services
Catalina Torrente has experience conducting impact evaluations in the United States, Latin America, Africa, and the Middle East. At Mathematica, Torrente currently contributes to three main projects. The first is a five-year project to rigorously evaluate and estimate costs for U.S. Agency for International Development (USAID) investments in early reading initiatives in conflict settings in Latin America and the Caribbean. The second is a quasi-experimental impact evaluation of the Early Grade Reading and Math Project in Jordan, which will estimate impacts on early learning outcomes for primary school students. And for the third, she is part of the team conducting the mixed-methods evaluation of a project funded by the Millennium Challenge Corporation to improve secondary education and youth workforce development in Guatemala.
Before joining Mathematica in 2015, Torrente completed a postdoctoral research fellowship at Yale University, where she developed and piloted a system to support the adoption of RULER, a school-based social-emotional learning program for grades K–8. Before working at Yale, she co-led the cluster-randomized impact evaluation of Learning in Healing Classrooms, an intervention aimed at improving the quality of learning environments, teacher motivation and performance, and students’ academic outcomes and psychological well-being in the Democratic Republic of the Congo. She also worked as a data analyst and research assistant in the impact evaluation of the Reading, Writing, Respect and Resolution (4Rs) program in New York City and as a field researcher in the evaluation of Tools of the Mind, an early childhood intervention aimed at improving children’s executive functions.
Torrente holds a Ph.D. in developmental psychology from New York University. Her work has appeared in peer-reviewed publications, including the Journal of Research on Educational Effectiveness, the Journal of Education in Emergencies, and the Journal of Community Psychology.