Larry Hedges
Ph.D.
Board of Trustees Professor of Statistics; Faculty Fellow, Institute for Policy Research
About
Larry Hedges is a national leader in the fields of educational statistics and evaluation. Larry joined the Northwestern faculty in 2005. He is one of eight Board of Trustees Professors at Northwestern, the university’s most distinguished academic position. He holds appointments in statistics, psychology, and education and social policy. Previously, he was the Stella M. Rowley Distinguished Service Professor at the University of Chicago. Larry's research straddles many fields, including sociology, psychology, and educational policy. He 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. He is an elected member of the National Academy of Education and is a fellow of the American Academy of Arts and Sciences, the American Statistical Association, the American Psychological Association, and the American Educational Research Association. He was also president of the Society for Research on Educational Effectiveness, which he helped found. He was elected "Statistician of the Year" by the Chicago chapter of the American Statistical Association for 2013–14. Larry was nominated by President Barack Obama to serve as a member on the National Board for Education Sciences in 2012, was re-appointed in 2016, and was recently elected as Chair of the National Board for Education Sciences.
Associated IES Content
Grant
Further Development of Effect Size Estimators for Single-case Designs: Extensions to Trend and Diverse Outcome Metrics
The purpose of this project is to extend previous work done through an IES-funded grant (A d-Estimator for Single Case Designs) by developing effect size measures that can account for trends when there is a repeated assessment of an outcome over time - and that can be used with outcome variables measured as count or rate data, which are common in single-case research. In addition, the research team will develop approaches to gauge the sensitivity of a planned study to detect effects and soft...
Federal funding program:
Award number:
R305D170041
Grant
Representation and Combination of the Results of Multi-site Randomized Experiments in Education
This research addressed two problems: (1) How to adjust (approximately) analyses that improperly ignored clustering inherent in the design without going through an entire re-analysis, and (2) How to represent and combine the results of several experiments, some of which yield several measures of the same outcome construct when the correlation structure of the outcomes is unknown.
Federal funding program:
Award number:
R305U040007
Program Information
2017 Program Information includes Agenda, Speakers and Posters
Minutes of Meeting: November 8, 2016
NBES meeting minutes on November 8, 2016
Minutes of Meeting: October 30, 2014
NBES meeting minutes on October 30, 2014
Minutes of Meeting: October 5, 2012
NBES meeting minutes on October 5, 2012
Minutes of Meeting: November 16, 2015
NBES meeting minutes on November 16, 2015
Minutes of Meeting: February 22, 2013
NBES meeting minutes on February 22, 2013
Minutes of Meeting: February 06, 2015
NBES meeting minutes on February 6, 2015
Minutes of Meeting: June 16, 2014
NBES meeting minutes on June 16, 2014
Minutes of Meeting: June 8, 2015
NBES Meeting minutes on June 8, 2015
Minutes of Meeting: June 03, 2013
NBES meeting minutes on June 03, 2013
Minutes of Meeting: January 31, 2014
NBES meeting minutes on January 31, 2014
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:
Award number:
R305B240008
Grant
Design Comparable Effect Sizes for Single Case Designs
An important function of effect size measures is to represent the results of studies in a manner that is as comparable as possible. Single-case designs are more difficult to compare across studies, given the typically low number of participants involved in such studies. The purpose of this project is to develop design comparable effect size measures for alternating treatments designs and for changing criterion designs.
Federal funding program:
Award number:
R305D220052
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:
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:
Award number:
R305B200029
Grant
Deriving and Developing Tools to Estimate Optimal Data Points for Quasi-Experimental Designs
Education policies and interventions are often implemented in ways that do not render it feasible to use a randomized control trial to test their effects. The purposes of this study are to derive theory for computing exact statistical power for three common quasi-experimental designs (QEDs) - nonequivalent control group designs, difference-in-differences, and interrupted time series - and to develop software for computing statistical power using the derived approaches for those QEDs.
Federal funding program:
Award number:
R305D200045
Grant
An RCT Institute for Established Researchers
The RCT Institute for Established Researchers provided training on the design, execution, interpretation, and reporting of randomized controlled trials (RCTs) in education. The goal of the project was to increase the number of researchers with extensive training in the design and execution of RCTs and the number of researchers who carry out RCTs in the field of education research.
Federal funding program:
Award number:
R305B170016
Grant
Strengthening Education Research through Professional Development and a Trial Registry
In this project, researchers will develop a set of online professional development modules addressing methodological issues in education research and develop a registry of randomized trials in education. Both will serve to strengthen education research by adding transparency to the planning and conduct of research.
Federal funding program:
Award number:
R305U150001
Grant
Advancing State-specific Design Parameters for Designing Better Evaluation Studies
Co-Principal Investigator: Eric Hedberg (NORC) In a multilevel model, the statistical power, precision of estimates of treatment effects, the most efficient allocation of sample between levels, and the minimum detectable effect size all depend on the intraclass correlation structure and the effectiveness of any covariates in explaining variation at each level where they are used.
Federal funding program:
Award number:
R305D140019
Grant
State Longitudinal Data Systems Public-Use Project Feasibility Study
Co-Principal Investigator: Eric Hedberg (NORC) In many states, the data from statewide longitudinal data systems (SLDS) are available to a small group of state education agencies and scholars.
Federal funding program:
Award number:
R305D140045
Grant
A Summer RCT Training Institute for Established Researchers
The purpose of this researcher training program was to increase the number of researchers with training in the planning, design, execution, and interpretation of randomized controlled trials (RCTs) in education sciences necessary to carry out trials and increase the number who actually carry out RCTs in education. This training program prepared current education researchers to plan, design, conduct, and interpret randomized control trials (RCTs). This program built off of two former training...
Federal funding program:
Award number:
R305B130023
FY2011 IES Peer Reviewers
FY2011 IES Research Peer Review Panel
Grant
RCT Training Institute
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 is surprisingly small. A training institute aimed at fa...
Federal funding program:
Award number:
R305U110001
Grant
State-specific Design Parameters for Designing Better Evaluation Studies
This project used five state data systems to compute design parameters (including intraclass correlations and variance accounted for by pretest data) at the state, district, school, and classroom levels. Additionally, meaningful subsets of the states defined geographically, in terms of achievement levels (e.g., low achieving schools or districts), and in terms of socioeconomic status (e.g., low SES schools or districts) were also collected.
Federal funding program:
Award number:
R305D110032
Grant
Continued Support of SREE
The Society for Research on Educational Effectiveness (SREE) was established to support rigorous research in education by increasing the field's capacity to design and conduct rigorous investigations, creating a community of rigorous education researchers, and promoting the understanding and use of evidence to improve education decisions and outcomes. IES has supported SREE via two unsolicited grants in the past (in 2005 and in 2008).
Federal funding program:
Award number:
R305U100002
FY2010 IES Peer Reviewers
FY2010 IES Research Peer Review Panel
Grant
Post Doctoral Research Training in Education Sciences
The Postdoctoral Research Training Program in Education Sciences provided interdisciplinary training in methods for education research, including statistical methods, measurement methods, evaluation methods, and research design to seven fellows
Federal funding program:
Award number:
R305B100027
FY2009 IES Peer Reviewers
FY2009 IES Research Peer Review Panel
FY2008 IES Peer Reviewers
FY2008 IES Research Peer Review Panel
Grant
Representing and Combining the Results of Randomized Experiments in Education
The multi-site randomized experiment is an important tool in education science, but the use of evidence from such trials has sometimes posed technical problems. The results from this research project will make it easier to interpret, represent, and use the results of randomized experiments in education.
Federal funding program:
Award number:
R305U080002
Grant
Proposal for an RCT Training Institute
Well-executed randomized experiments provide the strongest evidence about causal effects of education 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 is surprisingly small. The purpose of this project was t...
Federal funding program:
Award number:
R305U080001
Grant
The Continued Development of the Society for Research on Educational Effectiveness (SREE)
The Society for Research on Educational Effectiveness (SREE) was founded in 2005 as a scientific organization that could support the growing community of researchers interested in the development and application of scientific methods to produce estimates of the causal effects of education interventions.
Federal funding program:
Award number:
R305U080004
FY2007 IES Peer Reviewers
FY2007 IES Research Peer Review Panel
Workshop/Training
2007 IES Research Training Institute: Cluster Randomized Trials
To increase the national capacity to develop and conduct rigorous evaluations of the effectiveness of education interventions by training researchers to conduct cluster (group) randomized trials in education settings.
Jun 17, 2007
12:00AM - 11:59PM EDT
FY2006 IES Peer Reviewers
FY2006 IES Peer Reviewers
Grant
Postdoctoral Research Training in Education Sciences
This program trained five postdoctoral fellows in advanced measurement, research design, and statistical analysis methods to support high-quality educational research. The fellows worked in on a variety of substantive and methodological educational research projects at Northwestern University.
Federal funding program:
Award number:
R305B050014
organization
Northwestern University
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