Saiying Steenbergen-Hu
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Mail code: 1104Campus: Tempe
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Saiying Steenbergen-Hu is an Associate Research Scientist specializing in educational research methodology, program evaluation, data analytics, and meta-analysis. Her work focuses on generating rigorous evidence to improve educational policy, instructional practices, and student outcomes across K–12 and higher education.
Steenbergen-Hu has more than 15 years of experience leading and managing empirical research involving large-scale data analysis, study design, statistical modeling, and research dissemination. She has extensive expertise in quantitative research methodology and applies advanced statistical techniques to identify trends, test hypotheses, estimate program impacts, and support evidence-based decision-making. Her data analytics expertise includes Stata, SQL/PostgreSQL, Power BI, Microsoft Excel, data visualization, meta-analysis, and best-evidence synthesis.
Her research examines the effectiveness of educational policies, programs, and interventions on students’ academic achievement, social-emotional development, and behavioral outcomes. Her scholarly interests include educational intervention evaluation, talent development, executive functioning, artificial intelligence in education, and evidence-based educational policy.
She has published extensively in leading journals, including Review of Educational Research and Journal of Educational Psychology. Her scholarship has received national recognition through multiple Paper of the Year Awards, the Paper of the Decade Award from the National Association for Gifted Children, and two Mensa Foundation Awards for Excellence in Research. Her publications have been cited more than 3,151 times as of July 2026.
Throughout her career, Steenbergen-Hu has secured competitive external research funding, mentored research staff and university students, and collaborated with educators, policymakers, and institutional leaders to translate rigorous research into data-informed policy and practice.
Steenbergen-Hu has extensive experience communicating complex research findings to both technical and nontechnical audiences. She is a Public Voices Thought Leadership Program Fellow with The OpEd Project, a national initiative dedicated to expanding the diversity of expert voices in public discourse. Through this fellowship, she received professional training in public scholarship and opinion writing and has published research-based commentary in major media outlets, including The Washington Post.
Ph.D.− 2009 Educational Studies/Educational Psychology, Purdue University
Quantitative and qualitative research methodology; Advanced statistical techniques including machine learning predictive modeling and multivariate analysis; Artificial intelligence in education; Teaching and learning effectiveness on college students; Data-informed educational policy and practice.
Olszewski-Kubilius, P., Steenbergen-Hu, S., Calvert, E., Corwith, S., & Bright. S. (2025). A Meta-Analysis of Research on the Relationship Between Overexcitabilities and Giftedness. Gifted Child Quarterly. DOI 10.1177/00169862251370377 https://journals.sagepub.com/doi/10.1177/00169862251370377
Makel, M. C., Castillo-Hermosilla, H., Steenbergen-Hu, S., Rambo-Hernandez, K. E., & Peters, S. J. (2025). Grouping for gifted learners. Position Statement. National Association for Gifted Children. https://assets.noviams.com/novi-file-uploads/nagc/Position_Statements/NAGC_Grouping_Aug25FINAL.pdf
Steenbergen-Hu, S., Olszewski-Kubilius, P., & Calvert, E. (2020). The effectiveness of current interventions to reverse the underachievement of gifted students: Findings of a meta-analysis and systematic review. Gifted Child Quarterly, 64 (2), 132-165. [Paper of the Year, 2021; Paper of the Decade (2011-2020)] https://journals.sagepub.com/doi/abs/10.1177/0016986220908601
Steenbergen-Hu, S. (2019, July 5th). What Exactly is an 'Underachiever,' and Why are There so Many of Them in our Schools. The Washington Post. https://www.washingtonpost.com/education/2019/07/05/what-exactly-is-an-underachiever-why-are-there-so-many-them-our-schools/
Steenbergen-Hu, S. (2019, August 15th). Many teachers see social-emotional learning as the ‘missing link in student success’: Data supports recent interest in the non-academic aspects of learning. The Hechinger Report.
https://hechingerreport.org/opinion-many-teachers-see-social-emotional-learning-as-the-missing-link-in-student-success/
Steenbergen-Hu, S., & Olszewski-Kubilius, P. (2017). Factors that contributed to gifted students’ success on STEM pathways: The role of race, personal interests, and aspects of high school experience. Journal for the Education of the Gifted, 1-36. doi: 10.1177/0162353217701022
https://journals.sagepub.com/doi/10.1177/0162353217701022
Steenbergen-Hu, S., Olszewski-Kubilius, P., & Calvert, E. (2017). The Direct and Indirect Effects of School-Based Executive Function Interventions on Children and Adolescents’ Executive Function, Academic, Social-Emotional, and Behavioral Outcomes: A Systematic Review. Review Protocol published at the Campbell
Collaboration Library. Retrieved from https://journals.sagepub.com/doi/10.1002/CL2.185
Steenbergen-Hu, S., Makel, M., & Olszewski-Kubilius, P. (2016). What one hundred years of research says about ability-grouping and acceleration: Findings of two second-order meta-analysis. Review of Educational Research, 86(4), 849-899. https://journals.sagepub.com/doi/abs/10.3102/0034654316675417
Olszewski-Kubilius, P., Steenbergen-Hu, S., Thomson, D., & Rosen, R. (2016). Minority achievement gaps in STEM: Findings of a longitudinal study of Project Excite. Gifted Child Quarterly, 1-20. doi: 10.1177/0016986216673449 [Paper of the Year,2018] https://journals.sagepub.com/doi/abs/10.1177/0016986216673449?journalCode=gcqb&
Steenbergen-Hu, S. & Olszewski-Kubilius, P. (2016). Gifted identification and the role of gifted education: A commentary on “Evaluating the gifted program of an urban school district using a modified regression discontinuity design”. Journal of Advanced Academics, 27, 99-108. doi: 10.1177/1932202X16643836 https://journals.sagepub.com/doi/10.1177/1932202X16643836
Dai, D.Y., Steenbergen-Hu, S., & Zhou, Y. (2015). Cope and grow: A grounded theory approach to early college entrants’ lived experiences and changes in a STEM program. Gifted Child Quarterly, 59(2), 75-90. doi:10.1177/0016986214568719 https://journals.sagepub.com/doi/10.1177/0016986214568719
Steenbergen-Hu, S., & Cooper, H. (2014). A meta-analysis of the effectiveness of intelligent tutoring systems (ITS) on college students’ academic learning. Journal of Educational Psychology, 106(2), 331-347. doi: 10.1037/a0034752 https://journals.sagepub.com/doi/abs/10.1177/0016986216673449?journalCode=gcqb&
Steenbergen-Hu, S., & Cooper, H. (2013). A meta-analysis of the effectiveness of intelligent tutoring systems on K-12 students’ mathematical learning. Journal of Educational Psychology, 105(4), 970-987. doi: 10.1037/a0032447 https://psycnet.apa.org/record/2013-44233-001
Steenbergen-Hu, S. & Moon, S. (2011). The effects of acceleration on high-ability learners: A meta-analysis. Gifted Child Quarterly, 55, 39-53. (Paper of the Year, 2012). https://journals.sagepub.com/doi/10.1177/0016986210383155
56. Steenbergen-Hu, S., Olszewski-Kubilius, P., Calvert, E., Corwith, S., & Bright, S. (2024, May). How ability grouping impacts K-12 students’ academic achievement: Evidence from a meta-analysis of 25 years of research. Presentation at the 2024 Wallace National Research Symposium on Talent Development, May 19-21, 2024, Storrs, CT.
55. Steenbergen-Hu, S., Calvert, E., & Olszewski-Kubilius, P. (2024, May). Do academically gifted children and adolescents also score well in executive functions. Presentation at the 2024 Wallace National Research Symposium on Talent Development, May 19-21, 2024, Storrs, CT.
54. Steenbergen-Hu, S., Olszewski-Kubilius, P., Calvert, E., Corwith, S. (2024, May). How overexcitability relates to giftedness: Evidence from a fine-grained meta-analysis of most recent research. Presentation at the 2024 Wallace National Research Symposium on Talent Development, May 19-21, 2024, Storrs, CT.
53. Steenbergen-Hu, S., Olszewski-Kublilius, P., Calvert, E., Corwith, S., & Bright., S. (2023, November). How ability grouping impacts K-12 students’ academic achievement: Evidence from a meta-analysis of 25 years of research. Presentation at the 2023 annual meeting of National Association for Gifted Children, November.
52. Steenbergen-Hu, S., Olszewski-Kublilius, P., & Calvert, E. (2022, November) Underachievement interventions to better fulfill the potentials of brightest children.
Presentation accepted to present at the 2022 annual meeting of National Association for Gifted Children, November.
51. Steenbergen-Hu, S., Olszewski-Kublilius, P., Calvert, E., Corwith, S., & Bright., S. (2021, November). How ability grouping impacts K-12 students’ academic achievement and psychosocial development: Evidence from a meta-analysis of 25 years of research. Presentation at the 2021 annual meeting of National Association for Gifted Children, November.
50. Steenbergen-Hu, S., Olszewski-Kublilius, P., & Calvert, E. (2020, November). Do some school-based executive functions interventions work better than other? If so, how and why? Presentation accepted for the 2020 annual meeting of National Association for Gifted Children, November.
49. Steenbergen-Hu, S., Olszewski-Kublilius, P., Calvert, E., & Corwith, S. (2020, November). How ability grouping impacts K-12 students’ academic achievement and psychosocial development: Evidence from a meta-analysis of 25 years of research. Presentation accepted for the 2020 annual meeting of National Association for Gifted Children, November.
48. Jill, Ann, Matt, Lisa, Paula, Steenbergen-Hu, S., & Catherine (2020, November). Programs to Identify and Serve High-Achieving Students with Economic Need. Presentation accepted for the 2020 annual meeting of National Association for Gifted Children, November.
47. Steenbergen-Hu, S., Olszewski-Kublilius, P., & Calvert, E. (2019, April). Effects of school-based executive function interventions on children and adolescents’ academic, social-emotional, and behavioral outcomes. Presentation at the 2019 Annual Meeting of American Educational Research Association, April, Toronto, Canada.
46. Calvert, E., Steenbergen-Hu, S., Olszewski-Kubilius, P., Cross, T. L., Robins, J., & Sanguras, L. (2019, April). A design-based research on developing accelerated online ELA curriculum for underrepresented high ability students. Presentation at the 2019 Annual Meeting of American Educational Research Association, April, Toronto, Canada.
45. Steenbergen-Hu, S., Olszewski-Kublilius,P., Calvert, E., & Corwith, S. (2019, November). Factors attributing to underachievement of gifted students and interventions to combat it. Presentation at the 2019 annual meeting of National Association for Gifted Children, November 7-10, Albuquerque, NM.
44. Steenbergen-Hu, S. (2019, November). Outcomes of two online accelerated English language arts courses for rural 7th and 8th graders. Presentation at the 2019 annual meeting of National Association for Gifted Children, November 7-10, Albuquerque, NM.
43. Steenbergen-Hu, S. (2019, November). An easy-to-follow guide on how to conduct a study using propensity score matching. Presentation at the 2019 annual meeting of National Association for Gifted Children, November 7-10, Albuquerque, NM.
42. Steenbergen-Hu, S., Calvert, E, & Hinshaw, M. B. (2019, November). Is it worth allowing your gifted children to take ACT or SAT tests repeatedly? Presentation at the 2019 annual meeting of National Association for Gifted Children, November 7-10, Albuquerque, NM.
41. Makel, M, Tay, J., Adelson, J. L., Dixson, D. D., Jolly, J. L., Plucker, J., Steenbergen-Hu, S., & Wilson, H. E. (2019, November). Lightning Talks: Programs and Services for Gifted Children. Presentation at the 2019 annual meeting of National Association for Gifted Children, November 7-10, Albuquerque, NM.
40. Olszewski-Kubilius, P., Cross, T., & Steenbergen-Hu, S. (2018, November). Outcomes of a federally funded intervention assessed with propensity score matching. Presentation accepted to present at the 2018 annual meeting of National Association for Gifted Children, November 15-18, Minneapolis, MN.
39. Olszewski-Kubilius, P., Corwith, S., Calver, E., & Steenbergen-Hu, S. (2018, November). Insights from off-level test performance of young test-takers in a Talent Search program. Presentation accepted to present at the 2018 annual meeting of National Association for Gifted Children, November 15-18, Minneapolis, MN.
38. Olszewski-Kubilius, P., Corwith, S., Calver, E., & Steenbergen-Hu, S. (2018, November). Implications of supplemental programs for school-based learning: Insights from super users. Presentation accepted to present at the 2018 annual meeting of National Association for Gifted Children, November 15-18, Minneapolis.
37. Steenbergen-Hu, S., Olszewski-Kubilius, P., & Calvert, E. (2018, May). Executive functions, giftedness, intelligence, achievement, and the whole gifted. Presentation at the 2018 Wallace National Research Symposium on Talent Development, April 29 - May 2, 2018, Baltimore, MD.
36. Steenbergen-Hu, S., Olszewski-Kubilius, P., & Calvert, E. (2018, May). How ability grouping impacts K-12 students’ academic achievement and psychosocial development: A meta-analysis of current research. Presentation at the 2018 Wallace National Research Symposium on Talent Development, April 29 - May 2, 2018, Baltimore, MD.
35. David, Y. D., Steenbergen-Hu, S. & Li, S. (2018, May). How early college entrants viewed their college experiences: Key features of successful early college entrance programs. Presented at the 2018 Wallace National Research Symposium on Talent Development, April 29 - May 2, 2018, Baltimore, MD.
34. Gluck, S., Williams, F., Steenbergen-Hu, S., & Makel, M. (2018, May). Age and grade as factors in academic talent identification. Presented at the 2018 Wallace National Research Symposium on Talent Development, April 29 - May 2, 2018, Baltimore, MD.
33. Olszewski-Kubilius, P., Calvert, E., Steenbergen-Hu et al. (2018, April). A design-based study on an accelerated online English language arts curriculum for disadvantaged high-potential seventh–eighth graders. Presented at the 2018 Annual Meeting of American Educational Research Association, April 13 –April 16, NYC, NY.
32. David, Y. D., Steenbergen-Hu, S. & Li, S. (2018, April). How early college entrants viewed their college experiences: Lessons in hindsight. Presented at the 2018 Annual Meeting of American Educational Research Association, April 13 – April 16, NYC, NY.
31. Steenbergen-Hu, S., & Olszewski-Kubilius, P. (2017, November). How much have we understood overexcitability: The status of research and findings of a meta-analysis. Presented at the 2017 annual meeting of National Association for Gifted Children, November 9-12, 2017, Charlotte, NC.
30. Olszewski-Kubilius, P., Corwith, S., Calver, E., & Steenbergen-Hu, S. (2017, November). Growing within and outside of schools: Stories of “super users” of supplementary gifted programs. Presented in a Concurrent Session at the 2017 annual meeting of National Association for Gifted Children, November 9-12, 2017, Charlotte, NC.
29. Olszewski-Kubilius, P., Calvert, E., Steenbergen-Hu et al. (2017, April). Talent development academies: Providing access and opportunity to advanced learning for Title I students (Findings from Javits Project OCCAMS’ first year intervention). Poster presentation at 2017 Annual Meeting of American Educational Research Association, April 27 –May 1st, San Antonio, TX.
28. Steenbergen-Hu, S., Olszewski-Kubilius, P., & Calvert, E. (2016, April). Growing within and outside of school: Voices of “super users” of supplemental gifted programs. Presented at the 2016 Annual Meeting of American Educational Research Association, April 8 –April 12, Washington, DC.
27. Steenbergen-Hu, S. & Olszewski-Kubilius, P. (2016, November). How much have we understood overexcitability: The status of research and findings of a meta-analysis. Presented in a Combined Concurrent Session at the 2016 annual meeting of National Association for Gifted Children, November 3-6, 2016, Orlando, FL.
26. Steenbergen-Hu, S., Olszewski-Kubilius, P., & Calvert, E. (2016, November). Do academically gifted children and adolescents also score well in executive functions? Present in a Poster Session at the 2016 annual meeting of National Association for Gifted Children, November 3-6, 2016, Orlando, FL.
25. Olsewski-Kubilius, P. & Steenbergen-Hu, S. (2016, March). Program models that develop talent: Findings from a longitudinal study designed to increase the achievement of historically under-represented gifted students. Presentation at the Inaugural European-North American Summit on Talent Development, Washington, DC.
24. Steenbergen-Hu, S., Makel, M., & Olszewski-Kubilius, P. (2015, November). What one hundred years of research says about the effects of ability grouping and acceleration on students’ academic achievement: Findings of a second-order meta-analysis of 35 meta-analyses. Presented at the 2015 annual meeting of National Association for Gifted Children, November 12-15, Phoenix, Arizona.
23. Olszewski-Kubilius, P., Steenbergen-Hu, S., & Rosen, R. (2015, November). Project Excite prepares underrepresented students for success in STEM fields: Findings of a 14-year longitudinal study of its impact on student achievement. Paper presented at the 2015 annual meeting of National Association for Gifted Children, November 12-15, Phoenix, Arizona.
22. Steenbergen-Hu, S., Olszewski-Kubilius, P., & Calvert, E. (2015, April). Assessing executive functions: What educational researchers and practitioners are to know. Presentation at 2015 Annual Meeting of American Educational Research Association, April 16 –April 20, Chicago, Illinois, USA.
21. Steenbergen-Hu, S., Olszewski-Kubilius, P., & Calvert, E. (2015, April). Are executive functions and intelligence the same thing? A systematic review of research on the relationships between executive functions and intelligence across multiple disciplines. Presentation at 2015 Annual Meeting of American Educational Research Association, April 16 –April 20, Chicago, Illinois, USA.
20. Steenbergen-Hu, S., Olszewski-Kubilius, P., & Calvert, E. (2014, November). Executive functions, intelligence, creativity, achievement, and the whole gifted. Presented at the 2014 annual meeting of National Association for Gifted Children, Baltimore, Maryland.
19. Steenbergen-Hu, S., & Olszewski-Kubilius, P. (2014, November). How to conduct a good meta-analysis in gifted education? Presented at the 2014 annual meeting of National Association for Gifted Children, Baltimore, Maryland.
18. Olszewski-Kubilius, P., & Steenbergen-Hu, S. (2014, November). The role of high school experiences in STEM pathways towards college degrees. Presented at the 2014 annual meeting of National Association for Gifted Children, Baltimore.
17. Steenbergen-Hu, S., Makel, M., & Olszewski-Kubilius, P. (2014, March). A comprehensive synthesis of quantitative research on the effects of ability grouping and acceleration on students’ academic outcomes. Presentation at the 2014 Wallace National Research Symposium on Talent Development, March 22-25, 2014, Washington, DC.
16. Steenbergen-Hu, S., & Cooper, H. (2013, April). A meta-analysis of the effectiveness of intelligent tutoring systems on college students’ academic learning. Paper presented at 2013 Annual Meeting of American Educational Research Association, April 26 –May 1, San Francisco, California, USA.
15. Steenbergen-Hu, S., & Makel, M. C. (2013, April). What one hundred years of research says about the effects of ability grouping and acceleration on students’ academic achievement: A comprehensive synthesis of quantitative research. Paper presented at a round table session at 2013 Annual Meeting of American Educational Research Association, April 26, San Francisco, CA, USA.
14. Steenbergen-Hu, S. & Yang, Y. (2013, April). Gifted programs and reinvigoration of a nation: Gifted education in Mainland China. Paper presented at a symposium session at the 21st Annual International Conference of Chinese American Educational Research and Development Association, April 26–27, 2013, San Francisco, California, USA.
13. Dai, D. Y., & Steenbergen-Hu, S. (2012, November). Special Class for the Gifted Young: a math and science early college entrance program in China. Paper presented at the symposium "Early college entrance programs: Practices, research, and perspectives across nations” at the 2012 annual meeting of National Association for Gifted Children, Denver, Colorado.
12. Steenbergen-Hu, S., & Cooper, H. (2012, April). Do computer tutors work? A meta-analysis of the effectiveness of intelligent tutoring systems on K-12 students’ mathematical learning. Presented at 2012 Annual Meeting of American Educational Research Association, April 13 -17, Vancouver, British Columbia, Canada.
11. Steenbergen-Hu, S., & Zhang, C. (2011, April). Teacher classroom questioning: A systematic synthesis of research, 1990-2010. Presentation at 2011 Annual Meeting of American Educational Research Association, April 8-12, New Orleans, LA.
10. David, Y. D., Steenbergen-Hu, S. & Zhou, Y. (2010, May). A journey to find one’s niche: Academic development and individuation in an early college entrance program. Presentation at the Iowa International Symposium on Talent Development.
9. Steenbergen-Hu. S. (2008, October). A meta-analysis of the effects of acceleration on high ability learners. Presentation at the 2008 annual meeting of National Association for Gifted Children, Tampa, FL.
8. Yoon, S. Y., Hu. S., & Gentry, M. (2007, November). The role of Engineering in the K-12 Education: Implications for Gifted Education. Proposal presented at the 2007 annual meeting of National Association for Gifted Children, Minneapolis Twin Cities, MN.
7. Hu. S. (2007, November). Does acceleration serve gifted learners well? A meta-analysis of the effects of acceleration. Presentation at the 2007 annual meeting of National Association for Gifted Children, Minneapolis Twin-Cities, MN.[Graduate Student Research Gala].
6. Gentry, M. & Hu. S. (2006, November). Gifted teachers: What makes them tick? Presentation at the annual meeting of National Association for Gifted Children, Charlotte, NC.
5. Yoon, S. Y. & Hu, S. (2006, November). Overrepresentation phenomena of Asian American students in gifted programs: A Search for statistical evidence and explanations. Presentation at the annual meeting of National Association for Gifted Children, Charlotte, NC. [Graduate Student Research Gala].
4. Yoon, S.Y. & Hu, S. (2006, May). Gifted East Asian Americans: A close look at the overrepresentation issue. Poster session presented at The Eighth Biennial Henry B. & Jocelyn Wallace National Research Symposium on Talent Development, Iowa City, IA
3. Gentry M., Hu, S., & Peters, S. (2006, April). Gifted students in an exemplary career and technical education school: A qualitative inquiry. Presentation at the annual meeting of American Educational Research Association, San Francisco, CA.
2. Gentry, M., Choi, B.Y., & Hu, S. (2005, November). Exemplary teachers: Students’ perspectives and teachers’ practices. Presentation at the annual meeting of National Association for Gifted Children, Louisville, Kentucky.
1. Hu, S., & Yang, Y. (2002, December). Educational tenet reorientation of the Special Class for the Gifted Young in the progress of mass higher education. The Annual Convention of Special Education in China and Taiwan, Beijing, China.
2023, Award for Excellence in Research (2nd time), Mensa Foundation
2021, Paper of the Decade Award 2011-2020, National Association for Gifted Children
2021, Paper of the Year Award 2020, National Association for Gifted Children
2018, Paper of the Year Award 2018, National Association for Gifted Children
2018, Award for Excellence in Research 2023, Mensa Foundation
2018, Public Voices Thought Leadership Program Fellow, Northwestern University, OpEd Project
2012, Paper of the Year Award 2012, National Association for Gifted Children
2011,Two Most-Read Articles, Gifted Child Quarterly
2012, First Place Toastmasters International Durham Area Speech Evaluation Contest
2008, First Place, Graduate Student Research Gala, National Association for Gifted Children
2007, John Feldhusen Fellowship, Purdue University
2004, Ross Doctoral Fellowship, Purdue University
2002, Huawei Outstanding Teacher Awards, Univ. of Science & Technology of China
2001, Huawei Outstanding Teacher Awards, Univ. of Science & Technology of China
1998, Outstanding Student Leader, Univ. of Science & Technology of China
1998, Di’Ao Graduate Scholarship, Univ. of Science & Technology of China
Review of Educational Research
Journal of Educational Psychology
AERA Open
Journal of Research on Educational Effectiveness
Gifted Child Quarterly
Learning and Individual Differences Interactive Learning Environments
Journal of the Education for Gifted
Journal of Advanced Academics
Child Development
Campbell Collaboration
Research and Evaluation Network of the National Association for Gifted Children
National Association for Gifted Children
American Education Research Association
American Psychological Association
American Psychological Foundation
07/2026 - present, Associate Research Scientist, Arizona State University
06/2024 – 06/2026, Research methodology, statistical analysis, and data analytics consultant
09/2019 - 05/2024, Research associate professor/Research director, Northwestern University
09/2013 − 08/2019, Research assistant professor/Research director, Northwestern University
06/2009 − 08/2013, Postdoctoral fellow, Duke University
08/2004 − 08/2009, Graduate research assistant, Purdue University
07/2000 − 07/2004, Lecturer, University of Science & Technology of China