Curry Education Research Lectureship Series Fall 2013
Using “Big Data” to Estimate Population Average Treatment Effects in Educational Research
Elizabeth Stuart, Johns Hopkins Bloomberg School of Public Health, Johns Hopkins University
Trained as a statistician, Elizabeth Stuart's primary research interests are in the development and use of methodology to better design and analyze the effects of public health and educational interventions, either through the use of randomized experiments or well-designed non-experimental studies. In this way she hopes to bridge statistical advances and research practice, working with mental health and educational researchers to identify and solve methodological challenges, particularly in the area of prevention research.
Stuart's methodological interests are in the areas of matching methods for observational studies (such as propensity scores) and missing data methods. She has been involved in large-scale randomized experiments such as the national evaluation of Upward Bound, and have also worked on a variety of non-experimental studies, including the evaluation of school-wide prevention programs and an evaluation of the effects of implementing value-added assessment techniques in Pennsylvania schools.
Her recent work, funded through a K25 award from the National Institute of Mental Health, has focused on developing methods to assess when and how results from randomized trials can be generalized to target populations. These ideas bridge internal and external validity, attempting to take advantage of the relative strengths of experimental and non-experimental studies.
Methods for Studying Impact Variation in Multi-Site Trials
Stephen Raudenbush, Professor of Sociology, University of Chicago Harris School of Public Policy Studies
Stephen Raudenbush is the Lewis-Sebring Distinguished Service Professor in the Department of Sociology, the College and the Harris School of Public Policy Studies and Chairman of the Committee on Education at the University of Chicago.
Dr. Raudenbush is interested in statistical models for child and youth development within social settings such as classrooms, schools, and neighborhoods. He is best known for his work developing hierarchical linear models, with broad applications in the design and analysis of longitudinal and multilevel research. he is currently studying the development of literacy and math skills in early childhood with implications for instruction; and methods for assessing school and classroom quality. He is a member of the National Academy of Sciences, the American Academy of Arts and Sciences the recipient of the American Educational Research Association award for Distinguished Contributions to Educational Research.
“How much of a nudge is necessary? Using Information, Assistance, and Incentives to Increase College Savings and Enrollment”
Bridget Terry Long, Academic Dean, Harvard Graduate School of Education
View a video of this talk.
Dr. Bridget Terry Long, Ph.D. is Academic Dean and the Xander Professor of Education at the Harvard Graduate School of Education. Long is an economist who specializes in the study of education, in particular the transition from high school to higher education and beyond. Her work focuses on college student access and choice and the factors that influence students’ postsecondary and labor market outcomes. Current projects examine the roles of information and assistance in college savings, the completion of aid applications, and college enrollment. Other work examines the effects of financial aid programs, the impact of postsecondary remediation, and the role of faculty, class size, and support programs on student outcomes.
Long received her Ph.D. and M.A. from the Harvard University Department of Economics and her A.B. from Princeton University. She is a Research Associate of the National Bureau of Economic Research (NBER) and a Research Affiliate of the Center for Analysis of Postsecondary Education and Employment (CAPSEE). In 2010, Long was appointed by President Barack Obama and confirmed by the U.S. Senate to serve as a member of the National Board of Education Sciences (NBES), the advisory panel of the Institute of Education Sciences at the U.S. Department of Education. She was elected Vice Chair of the Board in November 2010 and has served as Board Chair since October 2011. She also serves as a member of the Board of Directors for MDRC and the Commonwealth Corporation of Massachusetts.
Long has been awarded numerous private foundation and federal research grants, including major awards from the Bill & Melinda Gates Foundation, the U.S. Department of Education, and the National Science Foundation (NSF). She also received the National Academy of Education/Spencer Postdoctoral Fellowship for 2002-2004. Long has served as an advisor to many organizations, including the College Board, Massachusetts Board of Higher Education, Ohio Board of Regents, Bill & Melinda Gates Foundation, and I Have a Dream Foundation, and American Council on Education. In July 2005, The Chronicle of Higher Education featured her as one of the “New Voices” in higher education and, in 2008, the National Association of Student Financial Aid Administrators (NASFAA) awarded her the Robert P. Huff Golden Quill Award for excellence in research and published works on student financial assistance.
A population-level study of the effects of early intervention for autism.
David Figlio, Professor of Education and Social Policy and of Economics, Northwestern University Institute for Policy Research
David Figlio is the Director of the Institute for Policy Research and the Orrington Lunt Professor of Education and Social Policy and of Economics at Northwestern University. He is also a research associate at the National Bureau of Economic Research. Figlio's work on education, social, and tax policy has been published in leading journals such as the American Economic Review, Journal of Human Resources, Journal of Public Economics, and Journal of Labor Economics, and has been funded by the National Science Foundation, the National Institutes of Health, the U.S. Departments of Agriculture, Education, and Health and Human Services, and numerous private foundations including the Gates, Spencer, and Smith Richardson Foundations. Currently an editor of the Journal of Human Resources, Figlio was an inaugural editor of Education Finance and Policy. He earned his Ph.D. from the University of Wisconsin-Madison in 1995.