Mark 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
About
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 IES, NIH, and 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 IES, NIH, NIJ, 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.
Associated IES Content
FY2012
Single-Session Panels
Grant
Children's Longitudinal Development from Pre-K through High School as Disrupted by COVID-19
The purpose of this high school follow-up study of this longitudinal sample of students is to assess the nature and extent of COVID-19 related school disruptions and how those effects interact with prior school experiences (including pre-k attendance), various student characteristics, as well as the extent of the school disruptions experienced. Funded since 2009, this is a sample from the only longitudinal randomized control trial of a statewide prekindergarten program, evaluating the effect...
Federal funding program:
Award number:
R305A210130
FY2016
FY2016 Science, Technology, Engineering, and Mathematics Education (STEM) Peer Review Panel
FY2015
FY2015 Science, Technology, Engineering, and Mathematics Education (STEM) Peer Review Panel Science FY2015
FY2014
FY2014 Science, Technology, Engineering, and Mathematics Education (STEM) Peer Review Panel
Grant
Data Modeling Supports the Development of Statistical Reasoning
Statistics and data are featured prominently in the emerging national core standards in mathematics at the middle grades, but instruction in the middle grades typically isolates data from chance and fails to focus on foundations of statistical reasoning. These neglected foundations include structuring variability in data as distributions, relating data distribution to chance, and generating models of chance to guide statistical inference. Under the Data Modeling curriculum, these skills and ...
Federal funding program:
Award number:
R305A110685
Grant
Experimental Validation of the Tools of the Mind Prekindergarten Curriculum
The purpose of this efficacy study is to conduct an experimental evaluation of the Tools of the Mind prekindergarten curriculum. This curriculum focuses on developing learning skills that enable children to engage in and benefit from all kinds of learning tasks and activities that occur in the classroom. The Tools of the Mind curriculum is intended to promote the basic academic and social skills that will prepare children for school success in kindergarten and beyond.
Federal funding program:
Award number:
R305A090533
Grant
Academic and Behavioral Consequences of Visible Security Measures in Schools
This project explored the ways that security measures were being used in schools, how they related to middle- and high-school students' perceived school safety and academic and behavioral outcomes, and the contexts in which those associations were strongest. In an attempt to create safe environments for students, many schools had turned to visible security measures such as security cameras, metal detectors, and law enforcement officers. Despite increased use of such costly security measures,...
Federal funding program:
Award number:
R305A120181
Grant
Learning-Related Cognitive Self-Regulation School Readiness Measures for Preschool Children: Optimizing Predictive Validity for Achievement
The purpose of this study is to construct and cross-validate a teacher rating measure and a parallel direct child assessment measure of learning-related cognitive self-regulation (LRCSR) for preschool children. LRCSR skills are conceptualized as cognitive skills that fall into five major categories: (1) attention focus and concentration (e.g, being able to pay attention to a teacher's instruction and focus on an in-class assignment); (2) inhibitory control (e.g., being able to suppress inapp...
Federal funding program:
Award number:
R305A090079
FY2011 IES Peer Reviewers
FY2011 IES Research Peer Review Panel
Grant
Exploring the Predictors of School Readiness: Meta-analysis of Longitudinal Research
Children's achievement trajectories appear to be established very early in schooling, with early successes promoting later achievement and early difficulties becoming entrenched. Given this, it is especially important to identify and understand the developmental precursors of school outcomes that are present in the early childhood period. Knowledge of these factors can be used to identify the children most in need of remedial services and to guide the design of prevention programs aimed at o...
Federal funding program:
Award number:
R305A110074
FY2010 IES Peer Reviewers
FY2010 IES Research Peer Review Panel
FY2009 IES Peer Reviewers
FY2009 IES Research Peer Review Panel
Grant
Evaluating the Effectiveness of Tennessee's Voluntary Pre-K Program
This project will evaluate the effectiveness of the Tennessee Voluntary Pre-k Program (TN-VPK) in attaining its primary objectives of enhancing the school readiness of economically disadvantaged children and improving their academic performance. It will also examine the relationship between student outcomes and selected policy-relevant characteristics of teachers, classrooms, and schools to determine which are associated with the largest effects and thus provide guidance for program improvem...
Federal funding program:
Award number:
R305E090009
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
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
Evaluation of Ohio's School Conflict Management Program
At the time of this study, interpersonal conflict and aggressive behavior occurred at unacceptably high rates in many U.S. schools, which not only threatened students and teachers but also harmed academic performance. In this project, researchers examined the Ohio school conflict management program, a well-established and promising program that addresses interpersonal conflict and aggressive behavior. The Ohio school conflict management program aimed to improve both behavioral and academic o...
Federal funding program:
Award number:
R305F050161
Grant
Scaling Up TRIAD: Teaching Early Mathematics for Understanding with Trajectories and Technologies
In this project, the research team evaluated a large-scale implementation of the TRIAD mathematics intervention in both diverse geographical areas and student populations. Prior research showed that focused pre-K math interventions improved student learning in math under limited conditions, but no large-scale research had been done at the time of the project.
Federal funding program:
Award number:
R305K050157
organization
Vanderbilt University
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