Research Discipline/Bio
Mindy is a fourth year PhD student mentored by Tyler Watts and Kimberly Noble. Her research examines the long-term impacts of educational interventions and asks what features of interventions are most predictive of such long-term impacts. Her current work examines whether skill-type and classroom processes might explain whether intervention impacts fadeout or persist. She is also interested in whether scholars can forecast the long-term impacts of interventions using short-run impacts. She explores these questions using various methodologies including meta-analysis and growth curve modeling.
Mindy has recently completed a fellowship with the Minnesota Department of Education where she led a project tracking new mother's use of public programs and educational trajectories post-birth. Prior to beginning her doctoral studies, Mindy was a Research Coordinator at the Brazelton Touchpoints Center where she supported education and health policy evaluations.
Educational Background
Master of Arts, Child Study and Human Development, Tufts University, 2020
Bachelor of Arts, Psychological and Brain Sciences, Washington University in St. Louis, 2018
Honors/Awards
Institute for Education Sciences Pre-Doctoral Fellow (IES) 2023 - Present
Conference Grant (Society for Research in Educational Effectiveness) 2025
Eliot-Pearson Tuition Scholarship (Tufts University) 2018
Publications/Exhibitions
Rosengarten et al. Using Meta-Analytic Data to Examine Fadeout of Constrained and Unconstrained Skills (Under review).
Rosengarten et al. Didactic Instruction in Preschool and Long-Run Academic and Behavioral Outcomes (Under review)
Rosengarten et al. Forecasting Long-Run Effects of Community College Interventions Using Short-Run Impacts (in prep)
Rosengarten et al. Measuring Socioeconomic and Stress Disparities in Infant Declarative Memory Using the VPC Task (2024). Developmental Psychobiology
Last Updated: Oct 1, 2025