About ICF

Xiaodong Zhang

Senior Director, Youth and Adult Education
Xiaodong is a youth and adult education expert with more than 20 years of experience in social and methodological research, program evaluation, technical assistance, project management, and business development.

Xiaodong Zhang manages our portfolio in research, evaluation, and technical assistance work in K-20 and adult education. He has expert knowledge in research design, including experimental and quasi-experimental designs, statistical and psychometric techniques, and data collection. Xiaodong’s research covers elementary, secondary, and postsecondary education, specifically in reading, mathematics and science learning, teacher preparation and compensation, assessment and accountability, as well as large-scale system educational reforms. He recently expanded his research to other social programs, including public health, justice, and labor.

Xiaodong has successfully managed many projects for organizations in federal, state, local, and private sectors, including the U.S. Department of Education’s Technical Assistance to Investing in Innovation program, the National Science Foundation’s Program Evaluation of Discovery Research PreK-12, and the Corporation for National and Community Service’s National Assessment of Social Innovation Fund.

Xiaodong began his career as a program officer at the Chinese Ministry of Education. After completing his graduate degrees in the U.S. under the Fulbright scholarship, he led a career in applied research. Before joining ICF in 2015, he served as managing director at IMPAQ International and senior study director at Westat.

  • Ph.D., Public Administration, American University
  • M.P.P., University of Michigan
  • B.A. English (summa cum laude), Beijing No. 2 Institute of Foreign Languages, China
  • Associate of Applied Arts, Music, Northern Virginia Community College
  • Zhang, X., Griffith, J., Pershing, J., Sun, J., Malakoff, L., Marsland, W., Peters, K., and Field E., (Fall, 2017) Strengthening Organizational Capacity and Practices for High-Performing Nonprofit Organizations: Evidence from the National Assessment of the Social Innovation Fund—A Public-Private Partnership. Public Administration Quarterly. 41(4), 424-461.
  • Zandniapour, L., Griffith, J., Zhang, X., Sun, J., and Pershing, J. (2017). Strengthening Organizational Practice. Journal of Nonprofit Education and Leadership. 7(4), 336-346
  • Zhang, X., McInerney, J., and Frechtling, J. (2011). Effect of STEM Faculty Engagement in MSP. School Science and Mathematics 111(6), 274-287.
  • Zhang, X., McInerney, J. and Frechtling, J (2010). Engaging STEM Faculty in K-20 Reforms—Implications for Policies and Practices. Science Educator 19(1), 1-13.
  • Zhang, X., McInerney, J. and Frechtling, J (2010). Learning After You Know It All--When University STEM Faculty Teach K–12 Teachers, Who Learns? Change: the Magazine for Higher Learning May/June, 24-28.
  • Frechtling, J., Zhang, X., and Silverstein, G. (2006). The Voyager Universal Literacy System: Results from a study of kindergarten students in inner city schools. Journal of Education for Students Placed at Risk 11(1): 75-95.