Recent publications by QME faculty
"Identifying criterion-related patterns of predictor scores using
multiple regression." (with M. Davison). Psychological Methods
(2002), 7, #4, 468 - 484.
"Analysis of Subsequent Educational Decisions of High School
Dropouts and their Life Outcomes” (with C. Chan, K. Kato, and K.
Guven). ERIC publication ED478991. ERIC Issue RIEMAR2004.
"When Do Children Fall Behind? What Can be Done” (with M. Davison,
Y. Seo, D. Butterbaugh, and L. Davison). Phi Delta Kappan
(2004), 85, #10, 752-761.
"A Procedure to Differentiate Level versus Structural
Relationships in Correlational Data with Applications to
Course-Taking Patterns, MMPI Profiles, and College Selection.” With
M. Davison, C-K Chan, and S. Culpepper. 2005 Proceedings of the
Social Statistics Section of the American Statistical Association
(CD-ROM), Alexandria, VA: American Statistical Association.
Minnesota's education yearbook 2004: The status of preK - 12
education in Minnesota. Minneapolis, MN: Office of Educational
Accountability, College of Education and Human Development,
University of Minnesota, June, 2005.
The Minnesota Basic Skills Test: Performance gaps on the reading
and mathematics tests from 1996 to 2001, by gender, ethnicity,
limited English Proficiency, individual education plans, and
socio-economic status. (with M. Davison, C. Chan, J. Choi, K. Guven,
J. Harring, M. Irish, Y. Kang, N. Kwak, Y. Wu) Minneapolis, MN:
Office of Educational Accountability, College of Education and Human
Development, University of Minnesota, 2002.
“College Access Matters: The Opportunity for College Access
Programs in Minnesota.” St. Paul, MN: Minnesota Minority Education
Partnership (MMEP). September, 2006. (primary consultant)
www.mmep.net/College_Access_Matters_Inventory_Report.html.
Ding, C. S., Davison, M. L., & Petersen, A. C. (2005).
Multidimensional scaling analysis of growth and change. Journal
of Educational Measurement, 42, 171-191.
Kim, S., Frisby, C. L., & Davison, M. L. (2004). Estimating
cognitive profiles using profile analysis via multidimensional
scaling (PAMS). Multivariate Behavioral Research, 39(4), 595
– 624.
Davison, M. L., Davenport, E., Seok, Seo, Y., Butterbaugh, D., &
Davison, L. J. (2004). When do children fall behind? What can be
done? Phi Delta Kappan, 85(10), 752 – 761.
Davison, M. L. & Davenport, E. C., Jr. (2002). Identifying
criterion-related patterns of predictor scores using multiple
regression. Psychological Methods, 7(4), 468-484.
Davison, M. L., Kwak, N., Seok-Seo, Y., & Choi, J. (2002). Using
hierarchical linear models to examine moderator effects: Person by
organization interactions. Organizational Research Methods, 5,
231-254.
delMas, R., Garfield, J., Ooms, A., and Chance, B. (in press).
Assessing students’ conceptual understanding after a first course in
statistics. Statistics Education Research Journal.
delMas, R., & Liu, Y. (in press). Students’ conceptual
understanding of the standard deviation. In M. Lovett and P. Shah
(Eds.), Proceedings of the 33rd Carnegie Symposium on Cognition:
Thinking with Data. Erlbaum.
Garfield, J., delMas, R., and Chance, B. (in press). Using
students’ informal notions of variability to develop an
understanding of formal measures of variability. In M. Lovett and P.
Shah (Eds.), Proceedings of the 33rd Carnegie Symposium on
Cognition: Thinking with Data. Erlbaum.
Garfield, J., delMas , R., Ooms , A., Chance , B. (in press).
Assessment Resource Tools for Assessing Students’ Statistical
Literacy, Reasoning, and Thinking. In D. Deeds (Ed.), Proceedings
of the NSF Conference on Assessing Student Achievement.
Washington, DC: National Science Foundation.
Daniels, K. C., Rettig, K., & delMas, R. (2006). Alternative
formulas for distributing parental incomes at divorce. Journal of
Family Economic Issues, 27(1), 4-26.
Bigelow, M., delMas, R., Hansen, K. and Tarone, E. (2006).
Literacy and the processing of oral recasts in SLA. TESOL
Quarterly, 40(4), 665-689. (Recipient of the 2007 TESOL
Distinguished Research Award)
delMas, R., & Liu, Y. (2005). Exploring students’ conceptions of
the standard deviation. Statistics Education Research Journal, 4(1),
55-82.
http://www.stat.auckland.ac.nz/~iase/publications.php?show=serj
delMas, R., Garfield, J., Ooms, A. (2005). Using assessment to
study students’ difficulty reading and interpreting graphical
representations of distributions. In K. Makar (Ed.), Proceedings
of the Fourth International Research Forum on Statistical Reasoning,
Literacy, and Reasoning (on CD). Auckland, New Zealand:
University of Auckland.
delMas, R., Garfield, J., Ooms, A., and Chance, B. (in press).
Assessing students’ conceptual understanding after a first course in
statistics. Statistics Education Research Journal.
Garfield, J., delMas, R., and Chance, B. (in press). Using
students’ informal notions of variability to develop an
understanding of formal measures of variability. In Thinking
about Data, edited by P. Shah and M. Lovett.
Franklin, C. and Garfield, J. (2006). The GAISE Project:
Developing Statistics Education Guidelines for Pre K-12 and College
Courses. In G. Burrill, (Ed.) Thinking and Reasoning with Data
and Chance: 2006 NCTM Yearbook. Reston, VA: National Council of
Teachers of Mathematics, pp. 345-376.
Ben-Zvi, D., Garfield, J and Zieffler, A. (2006). Research in the
statistics classroom: Learning from teaching experiments. In G.
Burrill, (Ed.) Thinking and Reasoning with Data and Chance: 2006
NCTM Yearbook. Reston, VA: National Council of Teachers of
Mathematics, pp. 367-381.
Garfield, J. and Ben-Zvi, D. (2005). A framework for teaching and
assessing reasoning about variability. Statistics Education
Research Journal 4(1), 92-99.
Garfield, J. (Ed.). (2005) Innovations in teaching statistics.
Washington, DC: Mathematics Association of America.
Ben-Zvi, D. and Garfield, J. (Eds.) (2004) Challenges in
developing Statistical Reasoning, thinking and literacy. Kluwer
Pubis hers, The Netherlands.
Harwell, M.R., Post, T.P., Maeda, Y., Davis, J.D., Cutler, A.
Andersen, E., & Kahan, J.A. (2007). Standards-based Mathematics
Curricula and Secondary Students’ Performance on Standardized
Achievement Tests. Journal of Research in Mathematics Education,
38, 71-101.
Post, T.P., Cutler, Davis, J.D., Anderson, E., Maeda, Y., Kahan,
J.A., & Harwell. M.R. (in press). Standards-based Mathematics
Curricula and Middle Grade Students’ Performance on Standardized
Achievement Tests. Journal of Research in Mathematics Education.
Peng, C.Y., Harwell, M., Liou, S.M., & Ehman, L.H. (2006).
Advances in Missing Data Methods and Implications for Educational
Research. In S.S. Sawilowsky, Real Data Analysis, pp. 31-78.
New York: New York.
Harwell, M., Post. T.R., Cutler, A., Anderson, E., Maeda, Y., Wu,
K., & Hyesook, S. (April, 2006). A Longitudinal Study of Student
Achievement, Course-Taking Patterns, and Persistence in
Post-Secondary Mathematics and Economics Classes After Participating
in a Traditional, University of Chicago School Mathematics Project,
or Standards-based Mathematics Curriculum in High School.
Harwell, M.R. (2005, April). There’s no Free Lunch: Problems with
Commonly used SES Measures in Statistical Models of Achievement and
Some Remedies. Paper presented at the annual meeting of the American
Educational Research Association, Montreal, Canada.
Harwell, M.R., Post, T.P., Cutler, A., & Maeda, Y. (2005, April).
A Comparative Study of Standards-based and Traditional High School
Graduates' Achievement in University Mathematics Courses. Paper
presented at the annual meeting of the American Educational Research
Association, Montreal, Canada.
Journal articles
Wood, N., Lawrenz, F., Schultz, M., and Huffman, D. Viewing the
school environment through multiple lenses: In search of school
level variables tied to student achievement. Journal of Research
in Science Teaching, 2006, 43 (3):237-254
Lawrenz, F. & Huffman D. (2005). Using Multi-site Core Evaluation
to Provide “Scientific” Evidence. Canadian Journal of Program
Evaluation 19(2): 17-36
Lawrenz, F. and Huffman, D. (2003). Multi site participatory
program evaluation. American Journal of Evaluation, 24 (4):
471-482
Lawrenz, F. Keiser N. and LaVoie B. (2003). Site Visits: A
Methodological Review, American Journal of Evaluation, 24
(3): 341-352
Lawrenz, F., and Huffman, D. (2002). The archipelago approach to
mixed method evaluation. American Journal of Evaluation, 23(3):
331-338.
Evaluation reports
Assessing the Value Added by NSF’s ATE Program: Business and
Industry Perspective’s Cross-Site Analysis Report, January, 2006
with Amy Germuth, Arlen Gullickson, and Carl Hanssen. Report
available from The Evaluation Center, Western Michigan University,
Kalamazoo, MI
ATE Materials Outcome Comparison Technical Report, with James
Appleton, December, 2005, Report available from The Evaluation
Center, Kalamazoo, MI
UMACET Detailed Analysis Report, with Nate Wood and Rachelle
Haroldson, December, 2005, Report available from Its about time,
Publishers, New York
UMACET Summary Report with Nate Wood and Rachelle Haroldson,
November, 2005, Report available from Its about time, Publishers,
New York
CETP Core Evaluation: 2002-2003 Results, with Michael Michlin,
Karen Appeldoorn, Amy Goebel and Matthew Schultz Report available
from CAREI, March, 2004
deRegnier, R. A., Long, J. D., Georgieff, M. K., & Nelson, C. A.
(in press). Using event-related potentials to study perinatal
nutrition and brain development in infants of diabetic mothers.
Developmental Neuropsychology.
Pellegrini, T. A., & Long, J. D. (in press). An observational,
longitudinal study of early heterosexual interaction at a middle
school dance: Male and female strategies for gender integration.
Journal of Research in Adolescence.
Long, J. D. (2005). Omnibus hypothesis testing in dominance-based
ordinal multiple regression. Psychological Methods, 10,
329-351.
Webb, S. J., Long, J. D., & Nelson, C. A. (2005). The
longitudinal development of visual event-related potentials across
the first year of life. Developmental Science, 8, 605-616.
Long, J. D., & Pellegrini, A. D. (2003). Studying change in
dominance and bullying with linear mixed models. School
Psychology Review, 32, 401-417.
Long, J. D., Feng, D., & Cliff, N., (2003). Ordinal analysis of
behavioral data. In J. Schinka & W. F. Velicer (Eds.), Research
Methods in Psychology. Volume 2 of Handbook of Psychology (I. B.
Weiner, Editor-in-Chief). New York: John Wiley & Sons.
Long, J. D. (1999). A confidence interval for ordinal multiple
regression weights. Psychological Methods, 4, 315-330.
Rodriguez, M.C., & Maeda, Y. (2006). Meta-analysis of coefficient
alpha. Psychological Methods, 11(3), 306-322.
Rodriguez, M.C. (2005). Three options are optimal for
multiple-choice items: A meta-analysis of 80 years of research.
Educational Measurement: Issues and Practice, 24(2), 3-13.
Rodriguez, M.C., Taylor, B.M., Pearson, P.D., & Peterson, D.
(2005). Revealing an exchange between authors and reviewers about
statistical significance [Editorial]. Reading Research Quarterly,
40(1), 9-10.
Taylor, B.M., Pearson, P.D., Peterson, D., & Rodriguez, M.C.
(2005). The CIERA school change framework: An evidence-based
approach professional development and school reading improvement.
Reading Research Quarterly, 40(1), 40-69.
Symons, F.J., Thompson, A., & Rodriguez, M. C. (2004).
Self-injurious behavior and the efficacy of naltrexone treatment: A
quantitative synthesis. Mental Retardation and Developmental
Disabilities Research Reviews, 10, 193-200.
Rodriguez, M.C., & Morrobel, D. (2004). A Review of Latino Youth
Development Research and a Call for an Asset Orientation.
Hispanic Journal of Behavioral Sciences, 26(2), 107-127.
Rodriguez, M.C. (2004). The role of classroom assessment in
student performance on TIMSS. Applied Measurement in Education,
17(1), 1-24.
Taylor, B.M., Pearson, P.D., Peterson, D.S., & Rodriguez, M.C.
(2003). Reading growth in high-poverty classrooms: The influence of
teacher practices that encourage cognitive engagement in literacy
learning. The Elementary School Journal, 104(1), 3-28.
McEvoy, M.A., Estrem, T.L., Rodriguez, M.C., & Olson, M.L.
(2003). Assessing relational and ggression among preschool children:
Intermethod agreement. Topics in Early Childhood Education, 23(20),
53-63. physical a Special Ed
Rodriguez, M.C. (2003). Construct equivalence of multiple-choice
and constructed-response items: A random effects synthesis of
correlations. Journal of Educational Measurement, 40(2),
163-184.
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