Edward W. Wiley, PhD

Curriculum Vitae

Education
PhD Psychological Studies in Education, Stanford University
MS Statistics, Stanford University
MA Quantitative/Qualitative Methods in Education, University of Nebraska at Lincoln
BA Mathematics, University of Nebraska at Lincoln

Faculty and Professional Appointments
2005 – 2008   Chair, Research and Evaluation Methodology Program, School of Education, University of Colorado at Boulder
2004 – present  Assistant Professor, School of Education, University of Colorado at Boulder
2001 – 2004  Expert Consultant, McKinsey & Company, Inc.
2000 – 2001  Senior Research Scientist, American Institutes for Research
1999 – 2000  Research Scientist, American Institutes for Research
1999  Research Associate, American Institutes for Research
1995 – 1996  Assistant Director of Major Gifts Development, University of Nebraska Foundation
1994 – 1995  Assistant Director, Office of Admissions, University of Nebraska

Professional Activities
2006 – present  Member, National Research Council, Promising Practices Initiative Expert Standing Committe
2006 – present  Member, Editorial Board, Education Policy Analysis Archives
2006 – present  Member, Technical Advisory Committee, Montana Office of Public Instruction
2006 – present  Member, Editorial Board, Educational Measurement: Issues and Practice
2006 – present  Member, Technical Advisory Committee,WASL Alternative Assessment, Washington Office of Superintendent of Public Instruction
2005 – present  Chair, Membership Committee, National Council on Measurement in Education
2005 – present  Member, Technical Advisory Committee, Utah State Office of Education
2005 – present  Fellow, Educational Policy Studies Laboratory, Arizona State University
2005 – present  Member, Adequate Yearly Progress Technical Design Committee, Colorado Department of Education
2005 – present  Fellow, Education in the Public Interest Center, School of Education, University of Colorado at Boulder
2005 – present  Member, Editorial Review Board, Educational Policy Studies Laboratory, Arizona State University
2005 – present  Member, Dean’s Advisory Committee, School of Education, University of Colorado at Boulder
2005 – present  Member, Board of Advisors, Empirical Education, Inc., Palo Alto, CA
2005 – present Faculty Volunteer, Boulder Faculty Assembly Intercollegiate Athletics Committee, University of Colorado at Boulder
2005 – present  Member, Salary Committee, School of Education, University of Colorado at Boulder
2005 – present  Faculty Liaison, Alumni Development Board, School of Education, University of Colorado at Boulder
2004 – present  Member, Membership Committee, National Council on Measurement in Education
2004 – present  Member, Technical Design Committee, Colorado Accountability Project, Colorado Association of School Executives
2004 – present  Member, Educational Technology Advisory Committee, School of Education, University of Colorado at Boulder
2003 – present  Consultant, Nonprofit Management, Stanford University Graduate School of Business, Stanford, CA
2001 – present  Member, District Assessment Evaluation Team, Nebraska School-based Teacher-led Assessment Reporting System (STARS), Nebraska Department of Education
2003 – 2004  Strategic Consultant, Stanford Board of Trustees, Stanford, CA
2001 – 2003  Strategic Consultant, Stanford Management Company, Stanford, CA
1999 – 2000  Consultant, California Public School Accountability Act (PSAA), California Department of Education: Office of Policy and Evaluation

Honors and Fellowships
2006  Appointed to National Research Council Expert Standing Committee: Promising Practices Initiative
2006  Appointed to Editorial Board, Education Policy Analysis Archives
2006  Appointed to Editorial Board, Educational Measurement: Issues and Practice
2002  Brenda Loyd Outstanding Dissertation (National Council on Measurement in Education)
2000 – 2001  Gerald Lieberman Graduate Fellowship, Stanford University
1997 – 2000  Stanford Graduate Fellowship in Science/Engineering
1996 – 1997  Pauline Phillips Honorary Graduate Fellowship, Stanford University
1996   Pass with Honors, Master’s Degree Comprehensive Exam, Quantitative and Qualitative Methods in Education, University of Nebraska
1993 – 1994  University of Nebraska Innocents Society Senior Honorary
1990 – 1994  Dean and Florine Eastman Mathematics Fellowship
1990 – 1994  University of Nebraska Regents Scholarship

Refereed Publications
Burris, C., Welner, K. G., & Wiley, E. W. (to appear, March 2008). Closing the achievement gap by detracking. Teachers College Record.

Burris, C., Welner, K. G., Wiley, E. W., & Murphey, J. (2007). Preparation for College and Beyond: A World Class Curriculum for All Students. Educational Leadership.

Briggs, D., & Wiley, E. W. (to appear, 2007). Causal Inference and Accountability Systems. In L. Shepard (Ed.), The Future of Text-Based Educational Accountability: A Festschrift in Honor of Robert L. Linn.

Wiley, E. W., Hakuta, K., & Bialystok, E. (2005). New Approaches to Using Census Data to Test the Critical Period Hypothesis for Second Language Acquisition. Psychological Science, 16(4).

Shavelson, R. J., Ruiz-Primo, M. A., & Wiley, E. W. (2005). Windows into the Mind. Higher Education 49, 413-430.

Hakuta, K., Bialystok, E., Wiley, E. W. (2003). Critical Evidence: A Test of the Critical Period Hypothesis for Second Language Acquisition. Psychological Science, 14(1): 31–38.

Shavelson, R. J., Ruiz-Primo, M. A., & Wiley, E. W. (2000). Note on Sources of Sampling Variability in Science Performance Assessments. Journal of Educational Measurement, 36(1): 61–71.

Monographs
Wily, E. W. (2006). A practitioners guide to value added assessment. Tempe, AZ: Educational Policy Studies Laboratory, Arizona State University.

Chapters
Wiley, E. W., Bohrnstedt, G. W., & Parrish, T. (2002). Class Size Reduction and Special Education Referrals and Placements. In J. D. Finn, K. K. Wang, & M. C. Wang (Eds.), Taking Small Classes One Step Further. Greenwich, CT: Information Age Publishing, Inc.

Bohrnstedt, G. W., Stecher, B. M., & Wiley, E. W. (2000). The California Class-Size Reduction Evaluation: Lessons Learned. In M. C. Wang & J. D. Finn (Eds.), How Small Classes Help Teachers Do Their Best. Philadelphia: Temple University and U. S. Department of Education.

Paper and Reports
Briggs, D., & Wiley, E. W. (2007). Causal Inference and Accountability Systems. Paper presented at the 2007 CRESST Conference, The Future of Test-Based Educational Accountability: A Festschrift in Honor of Robert L. Linn (January, 2007): Los Angeles, California.

Wiley, E. W. (2006). Final Report: External audit of sampling and weighting procedures used for the National Assessment of Educational Progress. Submitted February, 2006 to U.S. Department of Education.

Wiley,E.W.(2006).The failure of retention studies: A review of Getting Ahead by Staying Behind: An Evaluation of Florida’s Program to End Social Promotion. Tempe, AZ: Educational Policy Studies Laboratory, Arizona State University.

Briggs, D., & Wiley, E. W. (2006). Vertical Scaling in Value-Added Models for Student Learning. Paper presented at the annual meeting of the American Educational Research Association (April, 2006): San Francisco, California.

Lehman, T., & Wiley, E. W. (2006). Integrating Systemic School Reform - Denver ProComp. Paper presented at the annual meeting of the Northern Rocky Mountain Educational Research Association (October, 2006): Sun Valley, Idaho.

Diaz-Bilello, E. K., Wiley, E. W., Welner, K. G., & Howe, K. R., (2006). Choice and Segregation in Colorado. Paper presented at the annual meeting of the American Educational Research Association (April, 2006): San Francisco, California.

Burris, C., Welner, K. G., & Wiley, E. W. (2006). Closing the achievement gap in the earning of New York State Regents diplomas by detracking high school classes. Paper presented at the annual meeting of the American Educational Research Association (April, 2006): San Francisco, California.

Wiley, E. W., Mathis, W. J., & Garcia, D. R. (2005). The Impact of Adequate Yearly Progress Requirement of the Federal No Child Left Behind Act on Schools in the Great Lakes Region. East Lansing, MI: Great Lakes Center for Education Research and Practice.

Wiley, E. W., and Allen, J. (2005). The Impact of Adequate Yearly Progress Requirement of the Federal No Child Left Behind Act on Schools in the Great Lakes Region: Technical Appendix. East Lansing, MI: Great Lakes Center for Education Research and Practice.

Welner, K. G., Howe, K. R., Diaz-Bilello, E. K., & Wiley, E. W. (2005). Identifying Integrative and Segregative Effects of School Choice. Paper presented at the annual meeting of the American Educational Research Association (April, 2005): Montreal, Canada.

Burris, C., Welner, K. G., & Wiley, E. W. (2005). Opening the gates: Increasing IB and AP access through detracking. Working Paper.

Davis, N., Snyder, L., Wise, B., Olson, R., Wiley, E. W., & Finan, D. (2005). Evaluating Phonological Sensitity in Preschoolers: A Study of Methodology. Poster presented at the annual meeting of the International Dyslexia Association (October, 2005): Denver, Colorado.

McLaughlin, D. H., & Wiley, E. W. (2001). Full population gain estimates for 1996 to 2000 state scores on the National Assessment for Educational Progress: Report to National Center for Educational Statistics on the impact of exclusion on NAEP trends. Submitted February 21, 2001 to NCES. Palo Alto, CA: American Institutes for Research.

Bohrnstedt, G. W. & Wiley, E. W. (2000). Introduction to the year 2 evaluation of class size reduction in California. In B. M. Stecher & G. W. Bohrnstedt (Eds.), Class Size Reduction in California: The 1998–99 Evaluation Findings. Sacramento, CA: California Department of Education.

Wiley, E. W., Bohrnstedt, G. W., & Parrish, T. (2001). Class size reduction and special education referrals and placements. The National Center on Education in the Inner Cities Review 10(9): 12-14.

Wiley, E. W. (2000). The California Class Size Reducation Initiative: Expectations and outcomes for at-risk students. Paper presented at the Association for Public Policy Analysis and Management conference, Doing and Using Public Policy Analysis Management Research. November 2-4, 2000. Seattle, WA.

Wiley, E. W., Bohrnstedt, G. W., & Parrish, T. (2000). Class size reducation and special educationa referrals and placements. Invited paper presented at U.S. Department of Education and Temple University invitational conference, Taking Small Classes One Step Further. November 30-December 1, 2002. Washington, DC.

Bohrnstedt, G. W., & Wiley, E. W. (2000). Implementation of class size reduction in California. In B. M. Stecher & G. W. Borhnstedt (Eds.), Class size reduction in California: 1998-99 evaluation findings. Sacramento, CA: California Department of Education.

Stecher, B. M., McCaffrey, D. F., Burroughs, D., Bohrnstedt, G. W., & Wiley, E. W. (2000). Class Size Reduction and Student Achievement. In B. M. Stecher & G. W. Bohrnstedt (Eds.), Class Size Reduction in California: The 1998–99 evaluation findings. Sacramento, CA: California Department of Education.

Parrish, T., Studier, C., Bohrnstedt, G. W., & Wiley, E. W. (2000). Effects of Class Size Reduction on Special Education Students and English Learners. In B. M. Stecher & G. W. Bohrnstedt (Eds.), Class Size Reduction in California: The 1998–99 Evaluation Findings. Sacramento, CA: California Department of Education.

Bohrnstedt, G. W., Stecher, B. M., & Wiley, E. W. (2000). The California Class-Size Reduction Evaluation: Lessons learned. Invited paper presented at U.S. Department of Education and Temple University invitational conference, What Do We Know About How to Make Small Classes Work? December 6-7, 1999. Washington, DC.

Bohrnstedt, G. W., Stecher, B. M., & Wiley, E. W. (2000). The California Class-Size Reduction Evaluation: Lessons Learned. The National Center on Education in the Inner Cities Review 9(2): 11-12.

Wiley, E. W. (1999). An examination of alternative methods of assessing knowledge structure. Paper presented at Inaugural Stanford Graduate Fellowships Research Symposium (April, 1999): Stanford, CA.

Wiley, E. W., Sectish, T. C., & Kaleba, D. R. (1999). Exit survey of senior residents: A method of evaluation for curricular change in a residency training program. Paper presented at the annual meeting of the Pediatric Academic Societies (May, 1999): San Francisco, CA.

Wiley, E. W. (1998). Indirect and Direct Assessment of Structural Knowledge in Statistics. Stanford, CA: Stanford University School of Education.

Ruiz-Primo, M. A., Wiley, E. W., Rosenquist, A., Schultz, S. E., Shavelson, R. J., Klein, S., & Hamilton, L. (1998). Performance assessment in the service of evaluating science education reform. Eric Clearinghouse on Assessment and Evaluation, TM028966.

Solano-Flores, G., Shavelson, R. J., Ruiz-Primo, M. A., Schultz, S. E., & Wiley, E. (1997). Conceptual underpinnings for the design of performance assessments and concept-map representations of knowledge structures. National Center for Research on Evaluation, Standards, and Student Testing, Center for the Study of Evaluation, Graduate School of Education & Information Studies, UCLA, Los Angeles, CA.

Solano-Flores, G., Shavelson, R. J., Ruiz-Primo, M. A., Schultz, S. E., Wiley, E. W., & Brown, J. (1997). On the development and scoring of classification and observation science performance assessments. Paper presented at the annual meeting of the American Educational Research Association (April, 1997): Chicago, IL.

Presentations
(Invited Talk) "Creating Indicators for School Accountability and Accreditation," Association for Colorado Educational Evaluators (November 18, 2005): Aurora, CO.

(Invited Talk) "Colorado Senate Bill 05 214: A Coordinated System of Accountability for Colorado," Association for Colorado Educational Evaluators (February 18, 2005): Thornton, CO.

(Invited Talk) "Adequate Yearly Progress and Student Heterogeneity: The No Child Left Behind Diversity Penalty."
(a) Stanford University (July 11, 2004): Stanford, CA.
(b) American Institutes for Research (June 22, 2004): Palo Alto, CA.
(c) University of California-Davis (February 27, 2004): Davis, CA.
(d) University of Colorado-Boulder (February 25, 2004): Boulder, CO.

(Invited Talk) "Simulation and Resampling in Measurement and HLM: Modern Approaches to Improving Inquiry in Social Science."
(a) University of Massachusetts (February 16, 2004): Amherst, MA.
(b) Indiana University (February 12, 2004): Bloomington, IN.

(Invited Talk) "Class size reduction and special education referrals and placements," Temple University (December 1, 2000). Washington, DC.

(Invited Talk) "The California Class-Size Reduction Evaluation: Lessons learned, "Temple University (December 7, 1999). Washington, DC.

(Invited Talk) "An examination of alternative methods of assessing knowledge structure," Stanford University (April 15, 1999): Stanford, CA.

Sponsored Research
The Piton Foundation. Denver Public Schools Pro Comp Evaluation: Year 2. $60,000.00 (Principal Investigator: 15% AY; 33% Summer) (01/06-11/06)

U.S. Department of Education, Institute for Educational Sciences. Evaluation of Denver Public Schools Teacher Incentive Fund Grant. $1.2M (Co-Principal Investigator: 15% AY; 33% Summer) (1/07-12/11)

St. Vrain Public Schools. Teacher Induction Program Evaluation. $21,000.00 (September, 2006)

Charter School Growth Fund. Identification of Exemplary Charter Schools. $20,000.00 (August, 2006)

National Science Foundation. Classroom Assessment of Controls Laboratory. $25,000.00 (Co-Principal Investigator: 33% Summer) (07/06-06/08)

The Piton Foundation. Denver Public Schools Pro Comp Evaluation: Year 1. $75,000.00 (Principal Investigator: 15% AY; 33% Summer) (01/06-11/06)

Denver Public Schools. Year 2 Evaluation of Pro Comp Teacher Compensation Program. $15,000.00 (January, 2006)

U.S. Department of Education, National Center for Educational Statistics, NAEP Secondary Analysis Contract #NCES-04-01 (subcontract to Midcontinent Regional Educational Laboratory). A Contextual Examination of the Relationships Between Teacher Quality Factors and Student Achievement $5,000.00 (June, 2005)

National Education Association. Value-Added Modeling: A Primer. $6,000.00 (October, 2005)

The Carnegie Corporation. Vertical Scaling and Value-Added Modeling. $50,000.00 (Co-Principal Investigator) (07/05-06/06)

Denver Public Schools. Year 1 Evaluation of ProComp Teacher Compensation Program. $15,000.00 (August, 2005)

U.S. Department of Education (subcontract to BUROS Institute). Audit of NAEP Sampling Strategies. $25,000.00 (June, 2005)

U.S. Department of Education, Institute for Educational Sciences, Contract #ED-01-CO-0006 (subcontract to Midcontinent Regional Educational Laboratory). High-Performing High-Needs Schools: Phase II. $7,000.00 (June, 2005)

The Great Lakes Center for Education Research and Practice. Adequate Yearly Progress and School Outcomes. $10,000.00 (January, 2005)

Dissertation Research
Bootstrap strategies for variace component estimation: Theoretical and empirical results

Randon effects models and their associated variance compenent estimates are widely used in social science research and measurement contexts (e.g. generalizability studies, multilevel designs, and longitudinal analyses). Data typical of these contexts often fail to meet parametric assumptions; even when these assumptions are tenable, no exact form exists to calculate variance component sampling distributions. Nonparametric alternatives (based on the bootstrap and other simulation-based methods) have been pursued with little success (e.g., Brennanetal., 1987); point and interval estimates have failed to converge to unbiased values. This problem is solved through analytical demonstration of bias in bootstrap variance component estimates. Unbiased estimates are provided as part of a general framework for applying bootstrap methods to random effects models. Unbiasedness is demonstrated through (a) recalculation of estimates published in prior studies, and (b) original simulation study. Study received a national dissertation award from the National Council on Measurement in Education; unbiased estimates are detailed in seminal text on generalizability theory (Brennan, R. (2001). Generalizability Theory. Springer-Verlag: New York).

Research and Teaching Assistanships
1996-1999 Research Assistant to Richard Shavelson, Stanford University
1996-1999 Research Assistant to Kenji Hakuta, Stanford University
1998-1999 Teaching Assistant, Analysis of Variance, Stanford University
1998 Teaching Assistant, Linear Regression, Stanford University
1996-1998 Research Assistant to David Rogosa, Stanford University
1997 Teaching Assistant, Introduction to Statistics, Stanford University
1996-1997 Research Assistant to Richard Snow, Stanford University
1996 Lecturer, Basic Statistics, University of Nebraska
1994-1996 Teaching Assistant, Computer Assisted Statistics Instruction Laboratory, University of Nebraska
1994-1995 Research Assistant to Barbara Plake, Buros Institute of Mental Measurements, University of Nebraska

Courses Taught
Introduction to Research Design
BasicStatistics
Intermediate Statistics
Multivariate Statistics
Logistic Regression
Longitudinal Data Analysis
Multi-Level (Hierarchical) Statistical Modeling
Structural Equation Modeling

Professional Affiliations
Psychometric Society
American Statistical Association
American Educational Research Association
(a) Division D, Measurement and Research Methodology
(b) Division L, Politics and Policy in Educationv National Council on Measurement in Education
Phi Delta Kappa, Boulder, Colorado Chapter (52)
American Psychological Association (Division 5, Evaluation, Measurementand Statistics)
American Psychological Society

Professional Reviewing
Educational Measurement: Issues & Practice
Educational Assessment
Educational and Psychological Measurement
William and Flora Hewlett Foundation
Multilevel Analysis of Educational Research
Review of Educational Research
Journal of Teacher Education
International Journal of Testing
Sage Publications
National Council for Measurement in Education Annual Meeting
American Educational Research Association Annual Meeting
(a) Division D, Measurement and Research Methodology
(b) Division L, Politics and Policy in Education
(c) Research Using NAEP Data SIG
American Psychological Association Annual Meeting (Division 5, Evaluation, Measurement and Statistics)