Spyros Konstantopoulos, Ph.D.
Associate Professor, Department of Counseling, Educational Psychology, and Special Education
Program Director of Measurement and Quantitative Methods
Michigan State University

Spyros Konstantopoulos is associate professor and program director of measurement and quantitative methods at the department of counseling, educational psychology, and special education at the College of Education at Michigan State University. He received his MS in statistics and his Ph.D. in research methods from the University of Chicago. His research interests include the extension and application of statistical methods to issues in education, social science, and education policy studies. His methodological work involves statistical methods for quantitative research synthesis (i.e., meta-analysis) and mixed effects models with nested structure (i.e., multilevel or hierarchical linear models). His substantive work encompasses research on class size effects, teacher and school effects, program evaluation, labor market performance of young adults, and the social distribution of academic achievement. In 2002, he received the Palmer O. Johnson Award from the American Educational Research Association, and the Harold E. Mitzel Award for meritorious contribution in educational practice through research. He is an IZA research fellow and a member of the Society for Research Synthesis. His research has been funded by the National Science Foundation and the Institute of Education Sciences. He has published in journals such as the American Journal of Education, the American Educational Research Journal, Educational Evaluation and Policy Analysis, the Elementary School Journal, Evaluation Review, and Multivariate Behavioral Research. He serves as the associate editor of the Journal of Research on Educational Effectiveness and the Journal of Research Synthesis Methods. He also serves in the editorial board of Educational and Psychological Measurement.

David S. Cordray, Ph.D.
Professor of Public Policy and Professor of Psychology at Vanderbilt University

David Cordray is Professor of Public Policy and Professor of Psychology at Vanderbilt University. He is a member of the Quantitative Methods and Evaluation Program within the Department of Psychology and Human Development. He is Director of the interdisciplinary Experimental Education Research Training (ExpERT) predoctoral training program and Director of its post-doctoral counterpart (ExpERT Plus). He was recently awarded a grant (with Dale Farran and Mark Lipsey) from IES to develop methods for assessing intervention fidelity in randomized field trials. Professor Cordray has written extensively on research and evaluation methodology in education and human services areas. He has conducted experimental, quasi-experimental and meta-analytic assessments of intervention effectiveness in education, health, welfare, juvenile justice, and homelessness. Professor Cordray was a member of the Board of Directors for the Evaluation Research Society and the American Evaluation Association, and is Past-President of the American Evaluation Association. He has served on dozens of technical advisory committees for national evaluations in education and related areas. He has been on editorial boards for major evaluation journals; he has served on a dozen Institute of Medicine/National Research Council committees and panels for the National Academy of Sciences; and he was a long-term (1992-2001) member of the Evaluation Review Panel in the Office of the Deputy Secretary of Education, U.S. Department of Education. Currently, he is a principal member of IES's review panel for the Reading and Writing competitions. He is a National Associate Member of the National Academy of Sciences.

Larry V. Hedges, Ph.D.
Board of Trustees Professor of Statistics;
Faculty Fellow, Institute for Policy Research, Northwestern University

Larry Hedges is a professor of statistics at Northwestern University. A national leader in the fields of educational statistics and evaluation, Dr. Hedges is best known for his work to develop statistical methods for meta-analysis (a statistical analysis of the results of multiple studies that combines their findings) in the social, medical, and biological sciences. It is a key component of evidence-based social research. Examples of some of his recent studies include: understanding the costs of generating systematic reviews, differences between boys and girls in mental test scores, the black-white gap in achievement test scores, and frameworks for international comparative studies on education. He has authored or co-authored numerous journal articles and five books, including the seminal Statistical Methods for Meta-Analysis (with I. Olkin) and The Handbook of Research Synthesis (with H. Cooper).

Mark W. Lipsey, Ph.D.
Director of the Center for Evaluation Research and Methodology and a Senior Research Associate at the Vanderbilt Institute for Public Policy Studies, Vanderbilt University

Mark W. Lipsey is the Director of the Center for Evaluation Research and Methodology and a Senior Research Associate at the Vanderbilt Institute for Public Policy Studies. He specializes in program evaluation and field experimentation methodology with a focus on programs for at-risk children. His current research activities involve early childhood educational programs, risk and intervention for antisocial behavior, and issues of methodological quality in program evaluation. His published work includes Evaluation: A Systematic Approach (with Peter Rossi and Howard Freeman) and Practical Meta-Analysis (with David Wilson). Dr. Lipsey has served on the editorial boards of various research journals, grant proposal review panels for the Institute of Education Science (IES), National Institutes of Health (NIH), and National Institute of Justice (NIJ), and advisory boards or committees for, among others, the National Research Council and the Department of Education. His research has been funded by grants from the Institute of Education Science (IES), National Institutes of Health (NIH), National Institute of Justice (NIJ), National Science Foundation (NSF), and several foundations and has been recognized by awards from such organizations as the American Evaluation Association, the Society for Prevention Research, and the Campbell Collaboration.

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