M.H. Clark, Ph.D.

Associate Lecturer

Methodology, Measurement, and Analysis

Office: ED 222S

Phone: 823-5344


Professional Summary

M. H. Clark is an associate lecturer, statistical consultant and program evaluator at UCF. She has a doctorate in experimental psychology with a specialization in research design and statistics from the University of Memphis. Her specific areas of expertise are in causal inference, selection bias in non-randomized experiments and propensity score methods. She has 20 years of experience as a statistical and research consultant in behavioral research and program evaluation. She teaches graduate courses in statistics and research methods and works as a coordinator for the Computing and Statistical Technology Laboratory in Education, which provides statistical instruction and research consultation to faculty and students. She is part of the Court Health Services and Policies Working Group, which investigates substance use disorder treatment in the court system, and periodically works as an analyst for the Program Evaluation and Educational Research Group, which provides program evaluations and research services to academic programs. She is a member of the American Evaluation Association and frequently presents statistical papers and workshops on propensity scores at their annual conventions. Some of her studies have been published in the Journal of the American Statistical Association, Evaluation Review and Learning and Individual Differences.


Ph.D. in Experimental Psychology
University of Memphis in Memphis, TN

Areas of Expertise

  • Causal Inference
  • Experimental Designs
  • Applied Statistics

Research Interests

  • Selection Bias
  • Propensity Score Methods
  • Academic performance among college students

Recent Publications

Wing, C., & Clark, M.H. (2016). What can we learn from a doubly randomized preference trial? An instrumental variables perspective. Journal of Journal of Policy Analysis and Mangement, 36, 418-437. doi:10.1002/pam.21965

Clark, M.H. (2015). Propensity score adjustment methods. In: W. Pan and H. Bai (Eds.), Propsensity score analysis: Fundamentals, developments, and extensions . New York, NY: Guilford Press.

Clark, M.H., Middleton, S.C., *Nguyen, D., & *Zwick, L.K. (2014). Meditating relationships between academic motivation, academic integration and academic performance. Learning and Individual Differences, 33, 30-308. doi: 10.1016/j.lindif.2014.04.007

Fragala, M.S., Clark, M.H., Walsh, S.J., Kleppinger, A., Judge, J.O., Kuchel, G.A., & Kenny, A.M. (2012). Gender differences in anthropometric predictors of physical performance in older adults. Gender Medicine, 9, 445-456. doi: 10.1016/j.genm.2012.10.004

Dollinger, S. J., & Clark, M. H. (2012). Test-taking strategy as a mediator between race and academic performance. Learning and Individual Differences, 22, 511-517. doi:10.1016/j.lindif.2012.03.010

Current Funded Projects

Statistical Consultant and Co-Principal Investigator, M-Path: Advanced Manufacturing Project (Valencia State College Third Party TAACCCT Round 4 Evaluation Project). U.S. Department of Labor: Trade Adjustment Assistance Community College and Career Training. Amount: $100,000; PI: Bonnie Swan; Other co-PI: and Debbie Hahs-Vaughn. Months: .2. Support dates: October 1, 2014 – September 30, 2018.

Professional Organizations

  • American Evaluation Association
  • American Educational Research Association
  • Psi Chi: International Psychological Honor Society
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