Elizabeth Tipton

About

Elizabeth Tipton is an Associate Professor of Statistics at Northwestern University. Her research focuses on the design and analysis of field experiments, with a particular focus on issues of external validity and generalizability in experiments; meta-analysis, particularly of dependent effect sizes; and the use of (cluster) robust variance estimation. She is currently the Principal Investigator (PI) of an Institute of Education Sciences (IES) Methods grant to develop software that guides researchers through planning cluster-randomized trials that are both adequately powered and in samples that are generalizable to clearly defined populations. She is also co-PI on an IES Methods training grant (Meta-Analysis Training Institute) that will teach researchers advanced meta-analytic methods each summer for the next three years. Dr. Tipton has received Early Career Awards from the American Psychological Association (2017, Division 5), the Society for Research Synthesis Methods (2017), and the American Education Research Association (2016, Division D). She is currently an Associate Editor of the Journal of Educational and Behavioral Statistics and is on the editorial boards of the Journal of Research on Educational Effectiveness, Psychological Bulletin, and Research Synthesis Methods.

Associated IES Content

Grant

Developing and Evaluating Tools for Communicating Statistical Evidence to Education Decision-Makers

This project will develop and rigorously test new visualizations of statistical and scientific information for use in evidence clearinghouses. There are many education clearinghouses, including the What Works Clearinghouse, Evidence for ESSA, Blueprints for Healthy Youth Development, and the Education Endowment Foundation (EEF). These clearinghouses share an interest in (a) determining which programs have strong evidence, (b) synthesizing the findings of these studies, and (c) sharing this i...

Federal funding program:

Statistical and Research Methodology in Education

Award number:

R305D240023

Grant

A User-Friendly Tool for Designing Cluster Randomized Trials with Power and Relevance

The purpose of this project was to develop a user-friendly webtool for planning cluster randomized trials (CRTs) based on generalizability and statistical power for testing moderator effects, not just average treatment effects. Funding institutions and statistical developments have started to shift the focus of causal impact studies beyond the detection of average treatment impact to understanding moderators of these impacts and the detection of effects for specific inference populations, bu...

Federal funding program:

Statistical and Research Methodology in Education

Award number:

R305D180002

About

2019 About Page - About IES, NCER, NCSER and Co-Chairs

Grant

A Summer RCT Institute for Established Researchers

Well-executed randomized experiments provide the strongest evidence about causal effects of educational interventions, products, and services. Consequently, they have a crucial role to play in establishing a base of knowledge for the improvement and reform of American education. Yet the number of individuals with the knowledge and experience necessary to design, implement, analyze, and interpret randomized field experiments in education that meet SEER standards is still surprisingly small. T...

Federal funding program:

Research Training Programs in the Education Sciences

Award number:

R305B240008

Grant

Meta-Analysis Training Institute

he Meta-Analysis Training Institute will provide researchers with the tools they need to conduct large-scale research syntheses and meta-analyses (50 or more studies) aimed at examining effect size heterogeneity and aligned with SEER principles.

Federal funding program:

Research Training Programs in the Education Sciences

Award number:

R305B220007

Grant

What We Have Learned in 20 Years of IES Randomized Trials

The Institute of Education Sciences (IES) was established by the Education Sciences Reform Act in 2002 to "provide national leadership in expanding fundamental knowledge and understanding of education from early childhood through postsecondary study." As IES approaches its twentieth anniversary in 2022, it is appropriate to ask how well it has met this mandate. One important component of the work that IES has undertaken to achieve its mission has been the funding of randomized trials of ...

Federal funding program:

Unsolicited

Award number:

R305U200005

Grant

A Summer RCT Institute for Established Researchers

This program will provide training in the planning, design, execution, and interpretation of randomized controlled trials (RCTs) in education sciences.

Federal funding program:

Research Training Programs in the Education Sciences

Award number:

R305B200029

FY2019

FY2019 Social and Behavioral Peer Review Panel

FY2018

FY2018 Social and Behavioral Peer Review Panel

FY2017

FY2017 Social and Behavioral Peer Review Panel

Grant

Meta-Analysis Training Institute

Systematic reviews and meta-analyses can provide insight about what educational interventions work, for whom, and under what conditions. Large-scale meta-analyses can examine how intervention effects might vary across studies, providing insights about what we do or do not know about how to improve outcomes for all students. Thus, increasing the quality of systematic reviews and meta-analysis in education research enhances our understanding of important educational issues and highlights areas...

Federal funding program:

Research Training Programs in the Education Sciences

Award number:

R305B190002

FY2016

FY2016 Social and Behavioral Peer Review Panel

Grant

Multidisciplinary Program in Education Sciences (MPES)

Northwestern University's School of Education and Social Policy established the Multidisciplinary Program in the Education Sciences (MPES) to support interdisciplinary doctoral training.

Federal funding program:

Research Training Programs in the Education Sciences

Award number:

R305B040098

organization