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

Vanderbilt University

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

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:

Education Research Grants

Award number:

R305A090079

FY2012

Single-Session Panels

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

FY2011 IES Peer Reviewers

FY2011 IES Research Peer Review Panel

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:

Partnerships and Collaborations Focused on Problems of Practice or Policy

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:

Research Training Programs in the Education Sciences

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.

event

Jun 17, 2007 12:00AM - 11:59PM EDT

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:

Field Initiated Evaluations of Education Innovations

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:

Education Research Grants

Award number:

R305K050157

organization