Education Policy and Leadership Publications

Books

Commodore, F., Baker, D. J., & Arroyo, A. (2018). Black female college students: A guide to student success in higher education. Routledge.

Black, W. L. (2008). Public School Diversity and Affirmative Action: The Constitutional Implications. Saarbrucken: VDM Publishing.

Major, C.H., Harris, M. S., & Zakrajsek, T. (2021). . New York: Routledge.

Holley, K.A., & Harris, M. S. (2019). . New York: Routledge.

Harris, M. S. (2019). . New York: Routledge.

Ketterlin-Geller, L. R., Powell, S., Chard, D., & Perry, L. (2019). Teaching Math in Middle School: Using MTSS to Meet All Students’ Needs. Baltimore, MD: Brookes Publishing.

Tenenbaum, G., Eklund, R. C., & Kamata, A. (Eds.) (2012). Handbook of Measurement in Sport and Exercise Psychology. Champain, IL: Human Kinetics.

Abell, N., Springer, D. W., & Kamata, A. (2009). Developing and Validating Rapid Assessment Instruments. Oxford University Press.

Chapters

Baker, D. J., Bastedo, M., Addison, A. (2022). Flipping a coin for equity: The potential of lotteries for selective college admissions. Gatekeeping in higher education: Research-based practice and policy in college admissions. Harvard Education Press.

Lockard, D., Baker, D. J., & Blissett, R. S. L. (2019). Student and administrative responses to student collective action on campus. In D. L. Morgan and C. H. F. Davis III (Eds.), Student Activism, Politics, and Campus Climate in Higher Education. New York, NY: Routledge.

Flores, S.M., Park, T. J., Baker, D. J. (2018). Accountability across the educational pipeline: The contribution of unequal high schools on college completion. In G. Orfield and N. Hillman (Eds.), College Opportunity and Accountability: The Civil Rights Dimension. Cambridge, MA: Harvard Education Press.

Barringer, S. N., & Slaughter, S. (2016). University trustees and the entrepreneurial university: Inner circles, interlocks, and exchanges. In S. Slaughter & B. J. Taylor (Eds.), Higher Education, Stratification, and Workforce Development: Competitive Advantage in Europe, the US, and Canada (pp. 151-171). Switzerland: Springer.

Barringer, S. N., Eliason, S. R., & Leahey, E. (2013). A history of causal analysis in the social sciences. In S. L. Morgan (Ed.), Handbook of Causal Analysis for Social Research (pp. 9-26). New York: Springer.

Galaskiewicz, J., & Barringer, S. N. (2012). Social enterprises and social categories. In B. Gidron & Y. Hasenfeld (Eds.), Social Enterprises: An Organizational Perspective (pp. 47-70). New York: Palgrave Macmillan.

Black, Watt Lesley, Jr., Schimmel, David, (2017). Student Expression. Principal's Legal Handbook, 6th Edition (6th ed.). Dayton, Ohio: Education Law Association.

Black, Watt Lesley, Jr., (2015). A Nightmare Scenario. In Sadeghi, Leila and Kathe Callahan (Ed.), Educational Leadership in Action: A Casebook for Aspiring Administrators. New York, NY.: Routlage/Taylor and Francis.

Jiao, H., Kamata, A., & Xie, C. (2016). Multilevel cross-classified testlet model for complex item and person clustering in item response data analysis. In J. R. Harring, L. M. Stapleton, S. N. Beretvas (Eds.), Advances in Multilevel Modeling for Educational Research. (pp. 139-162). Charlotte, NC: Information Age Publishing.

Vaughn, B. K., Lee, H-Y. & Kamata, A. (2012). Reliability. In G. Tenenbaum, R. C. Eklund, & A. Kamata (Eds.), Handbook of Measurement in Sport and Exercise Psychology. (pp.25-32). Champain, IL: Human Kinetics.

Edmonds, W. A., Johnson, M. B., Tenenbaum, G. & Kamata, A. (2012). Idiosyncratic Measures in Sport. In G. Tenenbaum, R. C. Eklund, & A. Kamata (Eds.), Handbook of Measurement in Sport and Exercise Psychology. (pp.81-90). Champain, IL: Human Kinetics.

Kamata, A. & Vaughn, B. K. (2011). Multilevel Item Response Theory Modeling. In J. Hox & J. K. Roberts (Eds.), Handbook of Advanced Multilevel Analysis. (pp. 41-57). New York: Routledge.

Kamata, A., Bauer, D. J., & Miyazaki, Y. (2008). Multilevel Measurement Model. In A. A. O’Connell & D. B. McCoach (Eds.). Multilevel Analysis of Educational Data. (pp.345-388). Charlotte, NC: Information Age Publishing.

Kamata, A. & Cheong, F. (2007). Multilevel Rasch model. In M. von Davier & C. H. Carstensen (Eds). Multivariate and mixture distribution Rasch models: Extensions and applications (pp. 217-232). New York: Springer.

Chu, K.L., & Kamata, A. (2007). Test equating with the presence of DIF. In E. Smith & R. Smith (Eds). Rasch measurement: Advanced and specialized applications (pp. 390-404). Maple Grove, MN: JAM Press.

Jiao, H, Wang, S., & Kamata, A. (2007). Exploring the possibility of using hierarchical generalized linear model to model local item dependence. In E. Smith & R. Smith (Eds). Rasch measurement: Advanced and specialized applications (pp.435-451). Maple Grove, MN: JAM Press.

Tenenbaum, G., Kamata, A., & Hayashi, K. (2007). Measurement in sport and exercise psychology: A new Outlook on selected issues of reliability and validity. In G. Tenenbaum & R. C. Eklund (Eds.), Handbook of Sport Psychology (3rd ed) (pp.757-773). Hoboken, NJ: Wiley.

Perry, L., Ketterlin-Geller, L. R., & Hatfield, C. (2019). Substantiating claims about students’ algebraic reasoning with evidence: Initial evidence based on response processes and internal structure. In J. Bostic, E. Krupa, & J. Shih (Eds.), Quantitative measures of mathematical knowledge: Researching instruments and perspectives. New York, NY: Routledge.

Ketterlin-Geller, L. R. (2016). Understanding and improving accessibility for special populations. In A. Rupp & J. P. Leighton (Eds.), Handbook of Cognition and Assessment (pp. 198-225). Hoboken, NJ: Wiley-Blackwell.

Ketterlin-Geller, L. R., Johnstone, C., & Thurlow, M. (2015). Universal design of assessment. In S. Burgstahler (Ed), Universal Design in Higher Education: From Principles to Practice, 2nd Edition, pp. 163-175. Boston, MA: Harvard Education Press.

Zannou, Y., Ketterlin-Geller, L. R., & Shivraj, P. (2013). Best practices in mathematics instruction and assessment in secondary settings. In P.L. Harrison & A. Thomas (Eds.), Best practices in school psychology: Data-based and collaborative decision-making (6th ed.) (pp. 233-246). Bethesda, MD: National Association of School Psychologists.

Ketterlin-Geller, L. R., & Jamgochian, E. M. (2012). Instructional Accommodations and Modifications that Support Accessible Instruction. In S. N. Elliott, R. J. Kettler, P. A. Beddow, & A. Kurz (Eds.), , pp. 131-146. New York: Springer.

Scalise, K., & Ketterlin-Geller, L. R. (2012). Reciprocal Leading: Improving Instructional Designs in E-Learning. In P. Ghislandi (Ed.), e-Learning: Theories, Design, Software and Applications, pp. 73-90. Rijeka, Croatia: InTech Open Access Publisher ().

Carrizales, D., & Ketterlin-Geller, L. R. (2011). Alternate assessments based on modified achievement standards: Reflections on assessment design and implementation. In M. Russell, & M. Kavanaugh (Eds.), Assessing Students in the Margins: Challenges, Strategies, and Techniques. Charlotte, NC: Information Age Publishing.

Ketterlin-Geller, L. R., & Crawford, L. (2011). Improving accommodations assignment: Reconceptualizing professional development to support accommodations decision making. In M. Russell, & M. Kavanaugh (Eds.), Assessing Students in the Margins: Challenges, Strategies, and Techniques, pp. 105-126. Charlotte, NC: Information Age Publishing.

Chard, D. J., Ketterlin-Geller, L. R., Jungjohann, K., & Baker, S. (2010). Evidence-based math instruction: Developing and implementing math programs at the core, supplemental, and intervention levels. In Gimpel-Peacock, Ervin, Daly, and Merrell (Eds), Practical Handbook of School Psychology, pp. 287-299. New York, NY: Guilford Publications.

Chard, D. J., Ketterlin-Geller, L. R., & Jitendra, A. (2008). Systems of instruction and assessment to improve mathematics achievement for students with disabilities: The potential and promise of RtI. In E. L. Grigorenko (Ed.), Educating Individuals with Disabilities: IDEIA 2004 and Beyond, pp. 227-248. New York: Springer.

Ketterlin-Geller, L. R., Baker, S., & Chard, D. (2008). Assessment strategies for secondary mathematics. In A. Thomas & J. Grimes (Eds.), Best Practices in School Psychology V, pp. 465-475. Bethesda, MD: National Association of School Psychologists.

Thurlow, M., Johnstone, C., & Ketterlin-Geller, L. R. (2008). Universal design of assessment in higher education. In S. Burgstahler and R. Cory (Eds), Universal Design in Postsecondary Education: From Principles to Practice. Boston, MA: Harvard Education Press.

Stone, A. N. (in press). Rural Student Experiences in Higher Education. Research Handbook on the Student Experience in Higher Education.

Journal Articles

2023

Baker, D. J., Edwards, B., Lambert, S., Randall, G. (2023). Defining the “Community” in Community College: A National Overview and Implications for Racial Imbalance in Texas. American Educational Research Journal. . (open access)

Baker, D. J., & Britton, T. (2023). Hate crimes and Black college student enrollment. Education Finance and Policy. Online Early. .

Baker, D. J., McCloud, L. (2023). Too much or nothing at all: Racialized organizations and higher education policy communication in Texas. To appear in Peabody Journal of Education. .

Wen, W., Ip, K. I., Lee, S., Lopez, B. G., Kamata, A., Lui, P., Kim, S. Y. (2023). Acculturation and daily smoking behavior among Mexican American youth: The moderating role of executive function. To appear in Journal of Substance Abuse Treatment.

Kara, Y., Kamata, A., Qiao, X., Potgieter, C. J., Nese, J. F. T. (2023). Equating oral reading fluency scores: A model-based approach. Educational and Psychological Measurement.

2022

Rosinger, K., Kelchen, R., Baker, D. J., Ortagus, J., & Lingo, M. (2022). State higher education funding during COVID-19: Lessons from prior recessions and implications for equity. AERA Open, 8(1), 1-19. Available here. (open access)

Barringer, S. N., Riffe, K. (2022). At what cost?: An exploration of the philanthropic engagement of trustees at elite research universities. Philanthropy and Education.

Barringer, S. N. & Riffe, K. A. (2022) “Philanthropy at elite research universities: The role of trustees and trustee-affiliated organizations.” Philanthropy & Education. 5(2): 31-55.

Barringer, S. N. & Pryor, K. N. (2022) “Understanding Academic Structure: Variation, Stability and Change at the Center of the Modern Research University.” Review of Higher Education. 45(3): 365-408.

Barringer, S. N., Taylor, B. J., Riffe, K., & Slaughter, S. (2022, online first 2020) “How University Leaders Shape Boundaries and Behaviors: An Empirical Examination of Trustee Involvement at Elite US Research Universities.” Higher Education Policy 35: 102-132.

Pryor, K. N. & Barringer, S. N. (2022) “Reaffirming or Challenging Boundaries? Exploring Hybrid Academic Units in Modern Research University Hierarchies.” Innovative Higher Education. 47(1): 45-72.

Barringer, S. N., Taylor, B. J., Slaughter, S. (2022). Trusteeship and university outputs: Board industry ties, endowments and publications, 1985-2015. Teachers College Record.

Miyazaki, Y., Kamata, A., Uekawa, K., Sun, Y. (2022). Bias for Treatment Effect by Measurement Error in Pretest in ANCOVA Analysis. Educational and Psychological Measurement, Advance Online Publication, 22.

Song, J., Ip, K. I., Yan, J., Lui, P. P., Kamata, A., & Kim, S. Y. (2022). Pathways linking ethnic discrimination and drug-using peer affiliation to underage drinking status among Mexican-origin adolescents. Experimental and Clinical Psychopharmacology, 30(5), 609–619.

Bui, M. T., Potgieter, C. J., Kamata, A. (2022). Penalized likelihood methods for modeling count data\. Journal of Applied Statistics, Advance online publication.

Pavlakis, A., Richards, M. P. (2022). Foregrounding the "home" in student homelessness: Residential context and educational outcomes in an urban district. Educational Researcher.

2021

Baker, D. J., & Bastedo, M. (2021). What if we leave it up to chance? Admissions lotteries and equitable access at selective colleges. Educational Researcher, 51(2), 134-145. .

Baker, D. J., Arroyo, A. T., Braxton, J. M., Gasman, M., & Francis, C. H. (2021). Expanding the student persistence puzzle to minority serving institutions: The residential historically Black college and university context. Journal of College Student Retention: Research, Theory, & Practice, 22(4), 676-698. .

Riffe, K. A. and Barringer, S. N. (2021) “The Intersection of Institutional and Worker Hierarchies: Understanding Factors Related to Non-Instructional Staff Salaries Over Time.” Review of Higher Education. 44(4):447-492.

Rancher, C., Jouriles, E., McDonald, R., Kamata, A., & Jackson, M. (2021). Self-blame in Adolescents who have been Sexually Abused: Factor Structure and Differential Correlates of Abuse-specific and Global Measures. Assessment. Published Online First.

Rabin, L. A., Miles, R., Kamata, A., Krishnan, A., Elbulok-Charcape, M., Stewart, G., & Compton, M. T. (2021). Development, item analysis, and initial reliability and validity of three forms of a multiple-choice mental health literacy assessment for college students (MHLA-c), Psychiatry Research.

Nese, J. F. T., & Kamata, A. (2021). Evidence for automated scoring and shorter passages of CBM-R in early elementary school. School Psychology. 36 (1), 47-59.

Powell, S. R., Lembke, E. S., Ketterlin-Geller, L. R., Petscher, Y., Hwang, J., Bos, S.E, Hirt, S, Mason, E., Pruitt-Britton, T., Thomas, E., and Hopkins, S. (2021). Data-based individualization in mathematics to support middle-school teachers and their students with mathematics learning difficulty. Studies in Educational Evaluation, 69, 100-897.

Powell, S. R., Mason, E. N., Bos, S. E., Hirt, S., Ketterlin-Geller, L. R., & Lembke, E. S. (2021). A systematic review of mathematics interventions for middle-school students experiencing mathematics difficulty. Learning Disabilities Research and Practice, 36(4), 295–329.

Roberts, J.K., Pavlakis, A. E., & Richards, M. P. (2021). It’s more complicated than it seems: Virtual qualitative research in the COVID-19 Era. International Journal of Qualitative Methods, 20, 1-13.

Pavlakis, A. E. & Pryor, K. (2021). Planning for the future amid uncertainty in the present: Accompanied youth experiencing homelessness and postsecondary possibilities. The Urban Review, 53(2), 354-382. [published online March 21, 2020].

2020

Baker, D. J. (2020). “Name and shame:” An effective strategy for college tuition accountability? Educational Evaluation and Policy Analysis, 42(3), 393-416.

Baker, D. J., Arroyo, A. T., Braxton, J. M., Gasman, M. (2020). Understanding student persistence in commuter historically Black colleges and universities. Journal of College Student Development, 61(1), 34-50. .

Baker, D. J., Skinner, B. T., & Redding, C. H. (2020). Affirmative intervention to reduce stereotype threat bias: Experimental evidence from a community college. Journal of Higher Education, 91(5), 722-754. .

Blissett, R. S. L., Baker, D. J., & Fields, B. C. (2020). Making a campus a home: Student perspectives on campus social movement mobilization. Teachers College Record, 122(3), 1-36. .

Viano, S. & Baker, D. J. (2020). How administrative data collection and analysis can better reflect racial and ethnic identities. Review of Research in Education, 44(1), 301-331. .

McClure, K., Barringer, S. N., & Brown, J. (2020) “Privatization as the “new normal” in higher education: Synthesizing literature and reinvigorating research through a multilevel framework.” Higher Education Handbook for Theory and Research. 35: 589-666.

Barringer, S. N., Leahey, E., & Salazar, K. (2020) “What catalyzes research universities to commit to interdisciplinary research?” Research in Higher Education. 61: 679-705.

Leahey, E. & Barringer, S. N. (2020) “Universities’ commitment to interdisciplinary research: To what end?” Research Policy. 49(2): 103910.

Harris, M. S. (2020). An empirical typology of the institutional diversity of U.S. colleges and universities. Innovative Higher Education, 45(3), 183-199.

Kara, Y., & Kamata, A. (2020). Multilevel item response model with heterogeneous withincluster variances. The Journal of Experimental Education. Published Online First.

Sano, M., Baker, D. L., Collazo, M., Le, N., & Kamata, A. (2020). Measuring the expressive language and vocabulary of Latino English learners using hand transcribed speech data and automated scoring. International Journal of Intelligent Technologies and Applied Statistics, 13 (3), 229-256.

Nese, J. F. A., & Kamata, A. (2020). Addressing the large standard error of traditional CBMR: Estimating the conditional standard error of a model-based estimate of CBM-R. Assessment for Effective Intervention. Published Online First. https://doi.org/10.1177/1534508420937801

Baker, D. L., Ma, H., Polanco, P., Conry, J. M., Kamata, A., & Al Otaiba, S. (2020). Development and promise of a vocabulary intelligent tutoring system for second-grade Latinx English learners. Journal of Research on Technology in Education.

Liang, X., Kamata, A., & Li, J. (2020). Hierarchical Bayes approach to estimate the treatment effect for randomized controlled trials. Educational and Psychological Measurement, 80, 1090-1114.

Kara, Y., Kamata, A., Potgieter, C., & Nese, J. F. A. (2020). Estimating model-based oral reading fluency: Bayesian approach. Educational and Psychological Measurement, 80, 847-869.

Basaraba, D., Yovanoff, P., Shivraj, P., & Ketterlin-Geller, L. R. (2020). Increasing efficiency and reliability of stopping rules for fixed-length tests: Methods and applications. Practical Assessment, Research, and Evaluation (25), 8. Available at:

Clarke, B., Nelson, N. J., Ketterlin-Geller, L. R., Kosty, D., Smolkowski, K., Lesner, T., Furjanic, D., & Fien, H. (2020). Investigating the promise of a tier two sixth grade fractions intervention. Learning Disabilities Quarterly.

Ketterlin-Geller, L. R., & Ellis, M. (2020). Designing accessible learning outcome assessments for higher education through intentional test design. Creative Education, 11(7).

Ketterlin-Geller, L. R., Zannou, Y., Sparks, A., & Perry, L. (2020). Empirical Recovery of Learning Progressions Through the Lens of Educators. Journal of Mathematical Behavior.

Powell, S. R., Lembke, E. S., Ketterlin-Geller, L. R., Petscher, Y., Hwang, J., Bos, S.E, Hirt, S, Mason, E., Pruitt-Britton, T., Thomas, E., and Hopkins, S. (2020). Data-based individualization in mathematics to support middle-school teachers and their students with mathematics learning difficulty. Studies in Educational Evaluation.

Potter, P., Pavlakis, A. E., & Roberts, J.K. (2020). Calming the storm: Natural disasters, crisis management, and school leadership. Journal of Cases in Educational Leadership.

Pavlakis, A. E. (2020). At the nexus of two terrains: A critical ethnographic case study of an afterschool center for homelessness. The International Journal of Qualitative Studies in Education (QSE).

2019

Baker, D. J. (2019). A case study of undergraduate debt, repayment plans, and postbaccalaureate decision-making among Black students at HBCUs. Journal of Student Financial Aid, 48(2), 1-27.

Baker, D. J. (2019). Pathways to racial equity in higher education: Modeling the antecedents of state affirmative action bans. American Educational Research Journal, 56(5), 1861-1895. .

Baker, D. J. (2019). When average is not enough: Examining the variation in the influences on undergraduate debt. AERA Open, 5(2), 1-26. (open access)

Redding, C. H., & Baker, D. J. (2019). Understanding the teacher diversity gap among early career teachers. AERA Open, 5(2). (open access)

Barringer, S. N., Taylor, B. J., and Slaughter, S. (2019) “Trustees in turbulent times: External affiliations and stratification among US research universities, 1975-2015.” The Journal of Higher Education. 90(6): 884-914.

Leahey, E., Barringer, S. N., & Ring-Ramirez, M. (2019) “Universities’ structural commitment to interdisciplinary research.” Scientometrics. 118(3): 891-919.

Stewart, G., Kamata, A., Miles, R., Grandoit, E., Mandelbaum, F., Quinn, C., & Rabin, L. (2019). Predicting mental health help seeking orientations among diverse undergraduates. Journal of Affective Disorders, 257, 271-280.

Al Otaiba, S., Lan, P., Baker, K., Allor, J., Rivas, B., Yovanoff, P., & Kamata, A. (2019). Elementary teacher’s knowledge of response to intervention implementation: A preliminary factor analysis. Annals of Dyslexia, 69, 34-53.

Shivraj, P., & Ketterlin-Geller, L. R. (2019). Interpreting reports from universal screeners: Roadblocks, Solutions, and Implications for designing score reports. Frontiers in Education.

Ketterlin-Geller, L. R., Perry, L., & Adams, E. (2019). Integrating validation arguments with the assessment triangle: A framework for operationalizing and instantiating validation. Applied Measurement in Education, 32(1), 60-76.

Ketterlin-Geller, L. R., Shivraj, P., Basaraba, D., & Yovanoff, P. (2019). Using mathematical learning progressions to design diagnostic assessments. Measurement: Interdisciplinary Research and Perspectives, 17(1), 1-22.

Ketterlin-Geller, L. R., Shivraj, P., Basaraba, D., & Schielack, J. (2019). Universal Screening for Algebra Readiness in Middle School: Why, What, and Does It Work? Investigations in Mathematics Learning, 11(2), 120-133.

Pavlakis, A. E., Conry, J.* & del Rosal, K. (2019). Virtual and physical interactions in school-based spaces: Latinx parent engagement in a high-tech urban elementary school. Urban Education.

Pavlakis, A. E. (2019). Snack gaps, doubling up, and revolving doors: Educational Leadership practices in a changing suburb. The International Journal of Leadership in Education (IJLE).

2018

Baker, D. J., & Blissett, R. S. L. (2018). Beyond the incident: Institutional predictors of student collective action. The Journal of Higher Education, 89(2), 184-207.

Blissett, R. S. L., & Baker, D. J. (2018). Seeing is more than believing: Visual media, social media, and anti-racism on college campuses. Public, 4(2).

Taylor, B. J., Barringer, S. N., & Warshaw, J. B. (2018) “Affiliated nonprofit organizations: Strategic action and research universities.” The Journal of Higher Education. 89(4): 422-452.

Barringer, S. N. & Riffe, K. A.* (2018) “Not just figureheads: Trustees as microfoundations of higher education institutions” Innovative Higher Education. 43(3): 155-170.

Miller, R.A., Guida, T., Smith, S., Ferguson, S. K., & Medina, E. (2018). A balancing act: Whose interests do bias response teams serve? Review of Higher Education, 42(1), 313-337.

Miller, R.A., Guida, T., Smith, S., Medina, E., & Ferguson, S. K. (2018). Free speech tensions: Responding to bias on college and university campuses. Journal of Student Affairs Research and Practice, 55(1), 27-39.

Harris, M. S. & Ellis, M.K. (2018). Exploring involuntary presidential turnover in American higher education. The Journal of Higher Education, 89(3), 294-317. PDF

Patarapichayatham, C. & Kamata, A. (2018). Evaluation of ability estimates under bi-factor testlet model. Journal of Graduate Studies, 11, 163-170.

Kamata, A., Kara, Y., Patarapichayatham, C., & Lan, P. (2018). Evaluation of analysis approaches for latent class analysis with auxiliary linear growth model. Frontiers in Psychology.

Ketterlin-Geller, L. R., Perry, L., Platas, L. M., & Sitbakhan, Y. (2018). Aligning test scoring procedures with test uses of the early grade mathematics assessment: A balancing act. Global Education Review, 5(3), 143-164.

Shivraj, P., Ketterlin-Geller, L. R., Basaraba, D., Geller, J., & Hatfield, C. (2018). Developing and refining usable, accessible, and culturally relevant materials to maximize parent-child interactions in mathematics. Global Education Review, 5(3), 82-105.

Sitabkhan, Y., Platas, L., & Ketterlin-Geller, L. R. (2018). Capturing children’s mathematical knowledge: An assessment framework. Global Education Review, 5(3), 106-124.

Pavlakis, A. E. (2018). Poverty and student homelessness in a growing suburb: Sensemaking among school and community leaders. Teachers College Record. 120(11), 1-58.

Pavlakis, A. E. (2018). Reaching all families: Family, school, and community partnerships amid homelessness and high mobility in an urban district. Urban Education, 53(8), pp. 1043-1073. [published online: 2015].

Pavlakis, A. E. (2018). Spaces, places, and policies: Contextualizing student homelessness. Educational Researcher, 47(2), pp. 134-141. [published online: November 17, 2017]

2017

Baker, D. J., & Doyle, W. R. (2017). Impact of community college student debt levels on educational attainment. The ANNALS of the American Academy of Political and Social Science, 678(1), 132-153.

Flores, S. M., Park, T. J., & Baker, D. J. (2017). The racial college completion gap: Evidence from Texas. The Journal of Higher Education, 88(6), 894-921.

Kara, Y., & Kamata, A. (2017). Parameter recovery for the 1-P HGLLM with non-normally distributed level-3 residuals. Educational Sciences: Theory & Practice, 17, 1165-1177.

Nese, J. F. T., Kamata, A., & Tindal, J. (2017). A two-step sampling weight approach to growth mixture modeling for emergent and developing skills with distributional changes over time. Journal of School Psychology, 61, 55-74.

Saito, N., Kamata, A., Itoga, M., Tamaki, M., Kayaba, H., Ritz, T. (2017). Assessment of biological, psychological and adherence factors in the prediction of step-down treatment for patients with well-controlled asthma. Clinical & Experimental Allergy. 47, 467-478.

Woods, D., Ketterlin-Geller, L. R., & Basaraba, D. (2017). Supporting numeracy development in kindergarten using number lines. Intervention in School and Clinic, 53(4), 229-236.

Pavlakis, A. E. & Duffield, B. (2017). The politics of policy in the McKinney-Vento Homeless Assistance Act: Setting the agenda for students experiencing homelessness. The Urban Review, 49(5). 805-831.

Pavlakis, A. E., Goff, P., Miller, P.M. (2017). Contextualizing the impact of homelessness on academic growth. Teachers College Record, 119(10), 1-23.

2016

Barringer, S. N. (2016). The changing finances of public higher education organizations: Diversity, change and discontinuity. Research in the Sociology of Organizations, 46, 223-263.

Harris, M. S. & Holley, K.A. (2016). Universities as anchor institutions: Economic and social potential for urban development. In Paulsen, M.B. (Ed.) Higher education: Handbook of theory and research, Volume XXXI. Dordrecht, The Netherlands: Springer. PDF

Jouriles, E. N., & Kamata, A. (2016). Advancing measurement of intimate partner violence. Psychology of Violence, 6, 347-351.

Platas, L.M., Ketterlin-Geller, L. R., & Sitabkhan, Y. (2016). Using an assessment of early mathematical knowledge and skills to inform policy and practice: Examples from the early grade mathematics assessment. International Journal of Education in Mathematics, Science and Technology, 4(3), 163-173.

2015

Black, Watt Lesley, Jr., "Omnipresent Student Speech and the Schoolhouse Gate: Applying Tinker in the Digital Age (vol. 59). St. Louis, Missouri: St. Louis University Law Journal, (2015).

Tansakul, J., Kamata, A., Patarapichayatham, C., Kanjanawasee, S. (2015). An Evaluation of items and dimensional structure of a scale to measure teachers’ professional commitment in Thailand. Asian Social Science, 11, 15-24.

Ketterlin-Geller, L. R., Gifford, D., & Perry, L. (2015). Measuring middle school students’ algebra readiness: Examining validity evidence for experimental measures. Assessment for Effective Intervention, 41, 28-40.

Jamgochian, E., & Ketterlin-Geller, L. R. (2015). The 2% transition: Supporting access to mathematics for students with moderate disabilities using accommodations. TEACHING Exceptional Children, 48(1), 28-35.

Ketterlin-Geller, L. R., Baumer, P., & Lichon, K. (2015). Administrators as advocates for teacher collaboration. Intervention in School and Clinic, 51(1), 51-57.

Richards, M. P., & Stroub, K. J. (2015). An Accident of Geography? Assessing the Gerrymandering of School Attendance Zones. Teachers College Record, 117(7), 1–32.

Fulbeck, E. S., & Richards, M. P. (2015). The Impact of School-Based Financial Incentives on Teachers’ Strategic Moves: A Descriptive Analysis. Teachers College Record, 117(9), 1–36.

2014

Slaughter, S., Thomas, S. L., Johnson, D., & Barringer, S. N. (2014). Institutional conflict of interest: The role of interlocking directorates in the scientific relationships between universities and the corporate sector. The Journal of Higher Education, 85(1), 1-35.

Patarapichayatham, C., & Kamata, A. (2014). Effects of differential item discriminations between individual-level and cluster-level under the multilevel item response theory model. Open Journal of Applied Sciences, 4, 425-432.

Ketterlin-Geller, L. R., Crawford, L., & Huscroft-D’Angelo, J. N. (2014). Screening to assign accommodations: Using data to make decisions. Learning Disabilities: A Multidisciplinary Journal, 20(2), 61-74.

Richards, M. P., & Stroub, K. J. (2014). The Fragmentation of Metropolitan Public School Districts and the Segregation of American Schools: A Longitudinal Analysis. Teachers College Record, 116(12), 1–30.

Richards, M. P. (2014). The Gerrymandering of School Attendance Zones and the Segregation of Public Schools: A Geospatial Analysis. American Educational Research Journal, 51(6), 1119–1157.

2013

Patarapichayatham, C., Anderson, D., & Kamata, A. (2013). Middle school transition: An application of latent transition analysis (LTA) on easyCBM Benchmark Mathematics Data. International Journal of Educational Administration and Development, 4, 745-756.

Kamata, A., Nese, J. F. T., Patarapichayatham, C., & Lai, C. F. (2013). Modeling nonlinear growth with three data points: Illustration with benchmarking data. Assessment for Effective Intervention, 32, 105-116.

Cheong, Y. F., & Kamata, A. (2013). Centering, scale indeterminacy, and differential item functioning: Detection in hierarchical generalized linear and nonlinear mixed models. Applied Measurement in Education, 26, 233-252.

Koon, S. & Kamata, A. (2013). An applied examination of methods for detecting differential distractor functioning. International Journal of Quantitative Research in Education, 1, 364-382.

Ketterlin-Geller, L. R., Yovanoff, P., Jung, E., Liu, K., & Geller, J. (2013). Construct definition using cognitive-based evidence: A framework for practice. Educational Assessment, 18, 122-146.

Stroub, K. J., & Richards, M. P. (2013). From resegregation to reintegration: Trends in metropolitan school segregation, 1993-2010.American Educational ResearchJournal, 50(3), 497-531.

Richards, M. P., & Stroub, K.J. (2013). School catchment zones, politically defined school boundaries. In J. Ainsworth (Ed.), Sociology of Education (Vol. 19, pp. 671-672). Thousand Oaks, CA: Sage.

2012

Crawford, L., & Ketterlin-Geller, L. R. (2012). Middle School Teachers’ Assignment of Test Accommodations. The Teacher Educator, 48(1), 29-45.

Ketterlin-Geller, L. R., Jamgochian, E., Nelson-Walker, N., & Geller, J. (2012). Disentangling mathematics target and access skills: Implications for accommodation assignment practices. Learning Disabilities Research and Practice, 27(4), 178-188.

Richards, M. P., Stroub, K.J., & Holme, J.J. (2012). Can NCLB Choice Work? Modeling the Effects of Inter-district Choice on Student Access to Higher-PerformingSchools. In R. Kahlenberg (Ed.), The Future of School Integration: Diversity as an Education Reform Strategy. Washington, DC: The Century Foundation.

Richards, M. P., Stroub, K.J., & Vasquez Heilig, J. (2012). Achieving diversity in the Parents Involved era: Evidence for geographic integration plans in metropolitanschool districts. Berkeley Journal of African-American Law and Policy, 14.

2011

Harris, M. S. & Hartley, M. (2011). Witch-hunting at Crucible University: The power and peril of competing organizational ideologies. The Journal of Higher Education, 82(6), 691-719. PDF

Ketterlin-Geller, L. R., & Chard, D. J. (2011). Algebra readiness for students with learning difficulties in grades 4-8: Support through the study of number. Australian Journal of Learning Disabilities, 16(1), 65-78.

2010

Holme, J.J., Richards, M. P., Jimerson, J.B., & Cohen, R.W. (2010). Assessing the effects of high school exit examinations. Review of Educational Research, 80(4),476-526.

2009 and Prior

Black, Watt Lesley, Jr., Kemerer, Frank, “Legally Defensible Approaches to Racial Diversity in Charter School Enrollments.” West's Education Law Reporter, 172, 575-609, (February 2003).

Ketterlin-Geller, L. R., & Yovanoff, P. (2009). Diagnostic assessments in mathematics to support instructional decision making. Practical Assessment, Research & Evaluation, 14(16). Available online:.

Baker, S.K., Chard, D.J., Ketterlin-Geller, L. R., Apichatabutra, C., & Doabler, C. (2009). Teaching writing to at-risk students: The quality of evidence for self-regulated strategy development. Exceptional Children, 75(3), 303-318.

Chard, D.J., Ketterlin-Geller, L. R., Baker, S.K., Doabler, C., & Apichatabutra, C. (2009). Repeated reading interventions for students with learning disabilities: Status of the evidence. Exceptional Children, 75(3), 263-281.

Ketterlin-Geller, L. R. (2008). Testing students with special needs: A model for understanding the interaction between assessment and student characteristics in a universally designed environment. Educational Measurement: Issues and Practice, 27(3), 3-16. DOI:

Ketterlin-Geller, L. R., Chard, D.J., & Fien, H. (2008). Making Connections in Mathematics: Conceptual Mathematics Intervention for Low-Performing Students. Remedial and Special Education, 29(1), 33-45.

Ketterlin-Geller, L. R., & Tindal, G. (2008). Embedded technology: Current and future practices for increasing accessibility for all students. Journal of Special Education Technology, 22(4), 1-15.

Ketterlin-Geller, L. R., Alonzo, J., Braun-Monegan, J., & Tindal, G. (2007). Recommendations for accommodations: Implications of (in)consistency. Remedial and Special Education, 28(4), 194-206.

Ketterlin-Geller, L. R., Yovanoff, P., & Tindal, G. (2007). Developing a new paradigm for accommodations research. Exceptional Children, 73(3), 331-347.

Ketterlin-Geller, L. R., & Johnstone, C. (2006). Accommodations and universal design: Supporting access to assessments in higher education. Journal of Postsecondary Education and Disability, 19(2), 163-172.

Ketterlin-Geller, L. R., McCoy, J.D., Twyman, T., & Tindal, G. (2006). Using a Concept Maze to Assess Student Understanding of Secondary Content. Assessment for Effective Intervention, 31 (2), 39-50. doi:10.1177/073724770603100204

Ketterlin-Geller, L. R. (2005). Knowing what all students know: Procedures for developing universally designed assessments. Journal of Technology, Learning, and Assessment, 4(2). Available from

McCoy, J.D. & Ketterlin-Geller, L. R. (2004). Rethinking instructional delivery in a diverse age: Serving all learners with concept-based instruction. Intervention in School and Clinic, 40(2), 71-93.

Ketterlin-Geller, L. R., McCoy, J.D., Twyman, T., & Tindal, G. (2003). How do critical thinking measures fit within standards-based reform? Assessment for Effective Intervention, 28(3&4), 37-48.

Twyman, T., Ketterlin-Geller, L. R., McCoy, J.D., & Tindal, G. (2003). Effects of concept-based instruction on an English language learner in a rural school: A descriptive case study. Bilingual Research Journal, 27(2), 333-348.

Holme, J.J., & Richards, M. P. (2009). School choice and stratification in a regional context: Examining the role of inter-district choice. Peabody Journal of Education,84(2), 150-171.

Other

Baker, D. J., Addo, F., Aja, A., Charron-Chenier, R., Despard, M., Hamilton, D., Houle, J., Ross, M., Roll, S., Seamster, L., T. S. (2022). Amicus Brief to Biden v. Nebraska (SCOTUS). SCOTUS (No. 22-506).

Baker, D. J., Ford, K., Viano, S., Johnston-Guerrero, M. (2022). Racial category usage in education research: Examining the publications from AERA journals. Annenberg Institute at Brown University EdWorkingPaper Series.

Baker, D. J. (2021). Race, racism, and student loans. Affordability and Student Loans Committee Meetings as part of the 20021-22 US Department of Education Negotiated Rulemaking for Higher Education.

Baker, D. J., Cellini, S. R., Scott-Clayton, J., & Turner, L. J. (2021). Why information alone is not enough to improve higher education outcomes. Brookings Institution.

Addo, F. R., & Baker, D. J. (2021). Black borrowers: Building from a better narrative. In Lumina Foundation, Changing the narrative on student borrowers of color (pp. 4-8).

Baker, D. J. (2020). How COVID-19 exacerbates existing inequities in our financial aid system. Third Way.

Baker, D. J. (2020). State-federal partnerships may be the key to reducing Black student debt. The Education Trust.

Baker, D. J. (2020). The limits of naming and shaming in higher education. The Brooking Institution.

Baker, D. J. & Bello, A. (2020). In a pandemic, test-optional admissions is necessary but insufficient. Hack the Gates: Radically Reimagine Admissions.

Baker, D. J., & Rosinger, K. (2020). Test optional offers benefits but it’s not enough. Education Next, 20(3).

Bonilla, S., Carruthers, C. K., & Baker, D. J. (2020). Guidance and support for students moving into postsecondary (EdResearch for Recovery Brief No. 3). Brown University’s Annenberg Institute.

Baker, D. J. (2019). Why might states ban affirmative action? The Brookings Institution.

Barringer, S. N., Leahey, E. L., Ring-Ramirez, M.R., & Salazar, K. (2021, Sept. 9). “Interdisciplinary research in the USA – how committed are universities?” Transforming Society. Bristol University Press. 

Barringer, S. N. (2018). “The Role of Boards of Trustees in Advancing Diversity, Inclusion, Civility and a Vital Campus Climate.” Prepared for: The Role of the Governing Board in Realizing Higher Education’s Equity and Success Agenda Conference which was funded by the Spencer Foundation and held at Loyola University September 27-29, 2018 in Chicago, IL

Barringer, S. N. & Riffe, K. (2017, April 29). Review of The capitalist university: The transformations of higher education in the United States since 1945. Teachers College Record.

Black, Watt Lesley, Jr., When Teachers Go Viral: Balancing Institutional Efficacy with the First Amendment Rights of Public Educators in the Age of Facebook(1st ed., vol. 82). Columbia, Missouri: University of Missouri Law Review, (2017).

Alvoid, K., Black, Watt Lesley, Jr., (2014). The Changing Role of the Principal: How High Achieving Districts are Recalibrating School Leadership. Washington DC: Center for American Progress.

Miller, R.A., Guida, T., Smith, S., Ferguson, S. K., & Medina, E. (January 10, 2019). Op-ed: Fact vs. Fiction on Bias Response Teams - A Balancing Act for Campuses. 

Harris, M. S. (2022). Dan Patrick: Don't mess with Texas public universities(pp. A15). Houston Chronicle.

Harris, M. S. (2013). Understanding institutional diversity in American higher education. ASHE Higher Education Report, 39(3). San Francisco: Jossey-Bass. PDF

Pavlakis, A., Kelley, C. (2022). Accreditation. In Michelle Young (Ed.), E-encyclopedia for Educational Leadership. Routledge Publishing.

Pavlakis, A. (2022). COVID-19 pandemic poses unique challenges for students who are homeless. The Conversation.