Ernest C. Davenport

I decided to pursue my doctorate to study both learning and measurement as a way to better understand individual differences on standardized test scores. However, with my background in computer science and mathematics (and the availability of financial support for research assistants who could analyze data), I accidentally became a fairly competent data analyst and general methodologist. I also began to enjoy the challenge of finding computerized statistical solutions to research questions. In an attempt to understand the results of these empirical analyses, I began to study mathematical artifacts of statistical procedures, especially those used in measurement. My interest in learning became transformed from a cognitive perspective (investigating how and why people learn) to looking solely at indicators of the success of learning as it relates to academic experiences.

Courses I teach
(all EPSY courses)

Publications

1. Minnesota’s Education Yearbook 2001: The Status of Pre-K – 12 Education in Minnesota. Minneapolis, MN: Office of Educational Accountability, College of Education and Human Development, University of Minnesota, 2001.

2. Davenport, E. (w/L. Friedman) (1998). "Literacy gender gaps: Evidence from the National Adult Literacy Survey." In C. Smith (Ed.), Literacy in the 21st Century: Research, Policy, Practices and the National Adult Literacy Survey. Westport CT: Greenwood.

3. Davenport, E. C., Jr., Davison, M. L., Kuang, H., Ding, S., & Kim, S. (1998). "High school mathematics course-taking by gender and ethnicity." American Educational Research Journal, 35, 497-514.

4. Davenport, E. (1997). "Testing and bias." Colors, 6(3).

5. Davenport, E. (1990). "Significance testing of congruence coefficients: A good idea?" Educational and Psychological Measurement, 50, 289-296.