Stephen Raudenbush

Stephen W. Raudenbush is the Lewis-Sebring Distinguished Service Professor in the Department of Sociology, the College and the Harris School of Public Policy Studies and Chairman of the Committee on Education at the University of Chicago. He is interested in statistical models for child and youth development within social settings such as classrooms, schools, and neighborhoods. He is best known for his work developing hierarchical linear models, with broad applications in the design and analysis of longitudinal and multilevel research. He is currently studying the development of literacy and math skills in early childhood with implications for instruction; methods for assessing school and classroom quality; and methods for heterogeneous effects of interventions. He is a member of the National Academy of Sciences, the American Academy of Arts and Sciences, the National Academy of Education, and a recipient of the American Educational Research Association award for Distinguished Contributions to Educational Research.

SELECTED RECENT PUBLICATIONS

Books:

McGhee-Hassrick, E., Raudenbush, S.W. and Rosen, L., (2017). The Ambitious Elementary School: Its Conception, Design, and Contribution to Educational Equality. (Ed.) University of Chicago Press

Articles:

Nomi, T., Raudenbush, S.W., and Smith, J. (2021). Effects of Double-Dose Algebra on College Persistence and Degree Attainment to appear in the Proceeding of the National Academy of Sciences. 118(27), dco10.1073/pnas.2019030118.

Raudenbush, S.W., Hernandez, M., Goldin-Meadow, S., Carrazza, C., Foley, A., Leslie, D., Sorkin, J.E., and Levine, S. (2020). Longitudinally Adaptive Assessment and Instruction Increase Numerical Skills of Preschool Children. Proceedings of the National Academy of Sciences, vol. 117, no. 45, 27945–27953.

Silvey, C., Demir-Lira, Ö.,E., Goldin-Meadow, S., and Raudenbush, S.W., (2021). Effects of time-varying parent input on child language outcomes differ for vocabulary and syntax. Psychological Science, Vol. 32(4) 536–548.

Raudenbush, S.W., (2020). Scaling Up Experiments to Reduce Educational Inequality. In A.J. Oliver (Ed.). Behavioural Public Policy. Cambridge: Cambridge University.

Raudenbush, S.W., Schwartz, D., (2020). Randomized experiments in education, with implications for multilevel causal inference. Annual Review of Statistics and Its Application. 7:1, 177-208.

Raudenbush, S. W., (2018) On Randomized Experimentation in Education: A Commentary on Deaton and Cartwright in Honor of Fredrick Mosteller, forthcoming in Social Sciences and Medicine.

Raudenbush, S. W., and Hong, G. (2017). Three Mediation Stories, Three Analytic Strategies. Association for Psychological Science Observer

Howard S. Bloom, Stephen W. Raudenbush, Michael J. Weiss & Kristin Porter (2017). Using Multisite Experiments to Study Cross-Site Variation in Treatment Effects: A Hybrid Approach with Fixed Intercepts and a Random Treatment Coefficient, Journal of Research on Educational Effectiveness, 10(4). Pages 817-842.

Nomi, T. and Raudenbush, S. W., (2016) Making a Success of “Algebra for All:” the Impact of Extended Instructional Time and Classroom Peer Skill in Chicago. Educational Evaluation and Policy Analysis, vol. 38, No 2, pp 431–451.

Raudenbush, S. W., and Bloom, H. (2015) Learning about and From a Distribution of Program Impacts Using Multisite Trials. American Journal of Evaluation. 36:475-499, first published Sep 4, 2015.

Raudenbush, S. W. and Eschmann, R. D., (2015) Does schooling increase or reduce social inequality? Annual Review of Sociology, Vol. 41: 443-470.

Raudenbush, S.W., Reardon, S. and Nomi, T. (2012). Statistical analysis for multi-site trials using instrumental variables. Journal of Research and Educational Effectiveness. Vol. 5, No. 3, pp 303 – 332.

Raudenbush, S. W. (2009). Adaptive centering with random effects: An alternative to the fixed effects model for studying time-varying treatments in school settings. Journal of Education, Finance and Policy. Vol. 4, No. 4, pp 468 – 491.

Hong, G., & Raudenbush, S.W. (2008). Causal inference for time-varying instructional treatments. The Journal of Educational and Behavioral Statistics, 33(3), 333-362.

Hong, G., & Raudenbush, S. W. (2006). Evaluating kindergarten retention policy: A case study of causal inference for multi-level observational data. Journal of American Statistical Association, 101(474),901-910.

Raudenbush, S.W., Johnson, C., & Sampson, R. J. (2003). A multivariate, multilevel Rasch model for self-reported criminal behavior. Sociological Methodology, 33(1), 169-211.

Raudenbush, S.W., & Liu, X. (2001). Effects of Study Duration, Frequency of Observation, and Sample Size on Power in Studies of Group Differences in Polynomial Change. Psychological Methods, 6(4), 387.401.

Raudenbush, S.W., & Liu, Xiaofeng. (2000). Statistical power and optimal design for multisite randomized trials. Psychological Methods, 5(3), 199-213.

Raudenbush, S.W., Yang, Meng-Li, & Yosef, M. (2000). Maximum likelihood for generalized linear models with nested random effects via high-order, multivariate Laplace approximation. Journal of Computational and Graphical Statistics, 9(1), 141-157.

Raudenbush, S.W., & Sampson, R. (1999). Ecometrics: Toward a science of assessing ecological settings, with application to the systematic social observations of neighborhoods. Sociological Methodology, 29, 1-41.

Raudenbush, S.W. (1997). Statistical analysis and optimal design for cluster randomized trials. Psychological Methods, 2(2), 173-185.

Raudenbush, S.W., & Willms, J.D. (1995). The estimation of school effects. Journal of Educational and Behavioral Statistics, 20(4), 307-335.

Stephen Raudenbush