Stanford University Predoctoral Training Program in Quantitative Educational Policy Analysis
The Stanford University Predoctoral Training Program in Quantitative Educational Policy Analysis has been designed to provide doctoral students in social science disciplines (especially Economics, Sociology, Political Science, and Psychology) and in the School of Education with advanced training in state-of-the-art quantitative methods of discipline-based educational policy analysis. Educational policy, for the purposes of this program, encompasses federal and state educational policy and law and school district policies and practices pertaining to school leadership, human resources, curricula, and instructional practices, as well as the impact of other social policies (e.g., immigration law and policy) as they pertain specifically to educational processes and outcomes. Fellows participated in an interdisciplinary core curriculum consisting of coursework in education policy, discipline-based theory, and applied quantitative research methods, including a 1-year course in applied statistical analysis, a course in measurement, several elective courses in statistics, and an ongoing interdisciplinary quantitative methods seminar. Fellows received additional training through research apprenticeships, a series of annual summer advanced training workshops, an ongoing educational policy analysis speaker series, and a series of annual conferences on educational policy analysis.
35 students completed the training program funded under this award at Stanford University.
|Baker, Rachel (ORCID)||Grewal, Elen||Taylor, Eric|
|Bardack, Sarah||Gurantz, Oded (ORCID)||Tirado-Strayer, Nicole|
|Bonilla, Sade (ORCID)||Holzman, Brian (ORCID)||Townsend, Joseph|
|Brown, Lindsay||John, June*||Umansky, Ilana (ORCID)|
|Candelaria, Chris (ORCID)||Johnston, Jamie (ORCID)||Valant, Jon|
|Doss, Christopher||Kasman, Matt||Valentino, Rachel|
|Evans, Brent (ORCID)||Nakagawa, Mana||Weathers, Ericka*|
|Fahle, Erin (ORCID)||Portilla, Ximena (ORCID)||Whitney, Camille|
|Finch, Jenna (ORCID)||Rodriguez, Natassia (ORCID)||Williams, Imeh|
|Fox, Lindsay||Shear, Benjamin (ORCID)||York, Ben|
|Garcia, Elisa||Shores, Ken (ORCID)||Zárate, Rosalia (ORCID)|
|Greenberg, Erica||Soland, James (ORCID)|
* Also received funding through training grantR305B1400090
Project Website: https://cepa.stanford.edu/iesdoctoraltraining/
Related IES Projects: Stanford University received an additional award (R305B140009) in 2014
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Gurantz, O. (2022). Impacts of State Aid for Nontraditional Students on Educational and Labor Market Outcomes. Journal of Human Resources, 57(1), 241–271.
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Nakagawa, M., & Wotipka, C. M. (2016). The worldwide incorporation of women and women's rights discourse in social science textbooks, 1970–2008. Comparative Education Review, 60(3), 501–529.
Obradovic, J., & Finch, J. E. (2017). Linking executive function skills and physiological challenge response: Piecewise growth curve modeling. Developmental Science, 20(6), e12476.
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Obradovic, J., Tirado-Strayer, N., & Leu, J. (2013). The importance of family and friend relationships for the mental health of Asian immigrant young adults and their nonimmigrant peers. Research in Human Development, 10(2), 163–183.
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Shear, B. R.(2018). Using Hierarchical Logistic Regression to Study DIF and DIF Variance in Multilevel Data. Journal of Educational Measurement, 55(4), 513–542.
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Taylor, E. S. (2018). Skills, job tasks, and productivity in teaching: Evidence from a randomized trial of instruction practices. Journal of Labor Economics, 36(3), 711–742.
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Umansky, I. M. (2018). According to plan? Examining the intended and unintended treatment effects of EL classification in early elementary and the transition to middle school. Journal of Research on Educational Effectiveness, 11(4), 588–621.
Umansky, I. M. (2016). Leveled and exclusionary tracking: English learners' access to academic content in middle school. American Educational Research Journal, 53(6), 1792–1833.
Umansky, I. M., & Reardon, S. F. (2014). Reclassification patterns among Latino English learner students in bilingual, dual immersion, and English immersion classrooms. American Educational Research Journal, 51(5), 879–912.
Umansky, I. M., Callahan, R. M., & Lee, J. C. (2020). Making the invisible visible: Identifying and interrogating ethnic differences in English learner reclassification. American Journal of Education, 126(3), 335–388.
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Whitney, C. R., & Candelaria, C. A. (2017). The effects of No Child Left Behind on children's socioemotional outcomes. AERA Open, 3(3), 2332858417726324.
Whitney, C. R., & Liu, J. (2017). What we're missing: A descriptive analysis of part-day absenteeism in secondary school. AERA Open, 3(2), 2332858417703660.
York, B. N., Loeb, S., & Doss, C. (2019). One step at a time the effects of an early literacy text-messaging program for parents of preschoolers. Journal of Human Resources, 54(3), 537–566.
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