Continuity of Operations planning information for the College of Education: Click here

Dr. Adrienne D. Woods

Dr. Adrienne D. Woods
Phone: 814-863-3762
Office Address:
310B Rackley Building
University Park, PA 16802
Campus: University Park


Postdoctoral Reseach Scholar


Education Policy Studies


Educational Risk Initiative (ERI)


Educational Theory and Policy


Dr. Adrienne D. Woods is a postdoctoral research scholar in the Educational Policy Department. She received her Ph.D. in Education and Psychology from the University of Michigan in 2018. She explores the intersections of development and schooling through the use of large-scale longitudinal datasets and advanced quantitative techniques. These sophisticated methodologies are used to examine the unique risk factors and developmental trajectories of children at risk of experiencing educational disparities, including children with disabilities. Dr. Woods' goal is to offer a richer understanding of the experiences of children attending U.S. schools to guide efforts to expand educational and societal opportunities for vulnerable children.

Areas of Expertise

Age Levels

Early Childhood

Educational Psychology, Counseling, and Special Education

Educational Psychology

Education Levels

Middle School/Junior High

Education Types

Remedial Ed

Educational Studies


Individual Difference

Learning Processes


Education Access
Equity and Diversity

Methodological Research

Quantitative Research

Social Issues

Civil Rights and Education
Education Policy

Special Education

Early Intervention
Mild Disabilities

Education History

PhD in Education and Psychology, University of Michigan (2018) M.S. in Psychology, University of Michigan (2015) B.A. in Psychology, University of Texas at Austin (2011)

Representative Publications

Woods, A. D. (in press). Longitudinal patterns of special education service receipt. Exceptional Children. Working Paper DOI: 10.13140/RG.2.2.22123.23849

Woods, A. D., Morgan, P. L., & Wang, Y. (2020, May 11). Educational implications of the COVID-19 pandemic on students with disabilities in Pennsylvania: Proactively preparing for returning students [blog post]. Penn State Social Science Research Institute*Most downloaded COVID-19 SSRI blogpost. Media Mentions: Pennsylvania Cable Network TV.

Woods, A. D., Wang, Y., & Morgan, P. L. (2020). Disproportionality and inclusion. In Kauffman, J. M. (Ed.) On Educational Inclusion: Meanings, History, Issues, and International Perspectives. Routledge.

Farkas, G., Morgan, P. L., Hillemeier, M. M., Mitchell, C., & Woods, A. D. (2020). District-level achievement gaps explain Black and Hispanic over-representation in special education. Exceptional Children.

Morrison, F.J., Marks, R.A., Woods, A.D., Connor, C.M., (2020). Literacy. In: Benson, J.B. (Ed.), Encyclopedia of Infant and Early Childhood Development, 2nd edition. vol. 2, Elsevier, pp. 260–272.

Woods, A. D., Ahmed, S. F., Katz, B. D., & Morrison, F. J. (2019). How stable is early academic performance? Using cluster analysis to classify low achievement and EF. Journal of Learning Disabilities.

Morgan, P. L., Woods, A. D., Wang, Y., Hillemeier, M. M., Farkas, G., & Mitchell, C. (2019). Are schools in the US south using special education to segregate students by race? Exceptional Children*Media Mentions: the Hechinger ReportNBC News

Morgan, P. L., Wang, Y., Woods, A. D., Mandel, Z., Farkas, G., & Hillemeier, M. M. (2019). Are US schools discriminating when suspending students with disabilities? A best-evidence synthesis. Exceptional Children86, 7-24.*Media Mentions: Essential Read at Psychology Today

Morrison, F. J., Connor, C. M., Woods, A. D., & Marks, R. A. (2019). Language, literacy and the transition to American schooling. The SAGE Handbook of Developmental Psychology and Early Childhood EducationCambridge: SAGE Publications Ltd.

Woods, A. D., Morrison, F. J., & Palincsar, A. S. (2017). Perceptions of communication practices among stakeholders in special education. The Journal of Emotional and Behavioral Disorders, 26(4), 209-224.


    • Who receives and benefits from special education in the U.S.? Analyses of three nationally representative datasets (June 2020-May 2022)Institute for Education Sciences (IES) CFDA Number: 84.324A, Topic: Special Education Policy, Finance, and Systems ($600,000). PI: Morgan, P. L. Role: Postdoctoral Researcher.
    • Who is Placed in Special Education? Assessing the Longitudinal Profiles of Students At-Risk for Identification and the Consequences of Placement (2017-2018). Institute for Education Sciences and National Science Foundation, American Educational Research Association (AERA) Dissertation Grant ($20,000). Role: Principal Investigator. 
    • Who is Placed in Special Education? Assessing the Longitudinal Profiles of Students At-Risk for Identification and the Consequences of Placement (2016-2017). Rackham Predoctoral Fellowship, University of Michigan ($32,640). Role: Principal Investigator.

    Activities and Honors

    • Society for Prevention Research (SPR) 2019 Abstract of Distinction, Early Disability Identification Predicts Persistently Poor Working Memory through Early Schooling
    • Outstanding Graduate Student Instructor Award (University of Michigan, 2017, $1,000)
    • Lorene L. Rogers Scholar-Athlete Award (University of Texas, 2011)
    • Dr. Gerald Lage Academic Achievement Award (University of Texas, 2011)
    • CSCAA Scholar All American (University of Texas, 2011)
    • 1A FAR Academic Excellence Award (University of Texas, 2011)
    • Swimming & Diving Academic MVP (University of Texas, 2009-2011)