PhD Candidate
Stanford University
Graduate School of Education
ABOUT ME
I focus on how to promote equitable education for marginalized communities in the U.S. and low-and-middle-income countries. My work aims to improve measurement of psychological constructs that contribute to student outcomes and integrate them into economic analyses of education intervention effectiveness.
PUBLICATIONS
Heterogeneity of item-treatment interactions masks complexity and generalizability in RCTs.
Ahmed, I., Bertling, M., Zhang, L., Ho, A. D., Loyalka, P., Xue, H., Rozelle, S., Domingue, B.W. (2024)
Principles for adapting assessments of executive function across cultural contexts.
Jukes, M. C. H., Ahmed, I., Baker, S., Draper, C. E., Howard, S. J., McCoy, D. C., Obradović, J., & Wolf, S. (2024).
Directly assessed and adult-reported executive functions: Associations with academic skills in Ghana
Ahmed, I., Steyer, L., Suntheimer, N.M., Wolf, S., Obradović, J. (2023)
Nutrition behavior change communication RCT improves neighbor knowledge and practice in Bangladesh.
Hoddinott, J., Ahmed, I., Ahmed, A., Roy, S. (2017)
WORKING PAPERS
Parental involvement and the differential effects of preschool on kindergarten readiness.
Ahmed, I., Pearman, A., Durkin, K. (2023).
Texting the path to success: Empowering parents with college application know-how.
Ahmed, I., Bettinger, E. (2023).
Connections between classroom quality and executive function development in middle childhood.
Finch, J.E., Ahmed, I., Bardack, S., Obradović, J. (2023).
The 'rug rat race'?: Early childhood community experts' perspectives on the skills children need to
Sabol, T., McCoy, D.C., Jeong, J., Ahmed, I., Honoroff, J., Noel, Z., & Ahun, M. (2024).
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