SILC Faculty Member and member of our Spatial Network.

Biographical Sketch: Larry V. Hedges,

Northwestern University

 

          EDUCATION

                    Ph.D., Stanford University, 1980, Mathematical Methods in Educational Research

                    M.A., Stanford University, Statistics

                    B.A., Magna Cum Laude, University of California, San Diego, 1978, Mathematics

          HONORS

                   Fellow, American Academy of Arts and Sciences

                              Member, National Academy of Education

                    Fellow, American Statistical Association

                    Fellow, American Psychological Association

                    Frederick Mosteller Award for Distinguished Contributions to Research Synthesis, 2005

                    The Palmer O. Johnson Award, American Educational Research Association, 2002

          The Harold E. Mitzel Award for Meritorious Contribution to Educational Research, 2002

          The Review of Research Award, American Educational Research Association, 1997

         

          EMPLOYMENT

                    Board of Trustees Professor (10-25-present)

                    Northwestern University

          Department of Statistics, Institute for Policy Research, and the School of Education

          and Social Policy           

                    Assistant Professor to Stella M. Rowley Distinguished Service Professor (10/80-9/05)

                    University of Chicago, Departments of Education, Psychology, Sociology,

                    The Harris Graduate School of Public Policy Studies

                             

          SELECTED EDITORIAL EXPERIENCE

                    Co-Editor, Journal of Research on Educational Effectiveness 2007-present

                    Associate Editor, American Journal of Sociology   2003- 2005

                    Editorial Board, Psychological Bulletin   2002-2004

                    Editor, Journal of Educational and Behavioral Statistics   1998-2001

                    Editorial Board, Psychological Method   1995-2000

                    Associate Editor, Quantitative Methods, Psychological Bulletin   1986-1989

 

SELECTED SERVICE

          Trustee, The Russell Sage Foundation   2002-present

          Trustee, The National Academy of Education   2003-2007

          Trustee, The Society for Research Synthesis Methods

          Advisory Board, The Society for Research on Educational Effectiveness   2005-present

 

BOOKS & MONOGRAPHS

Hedges, L. V. & Olkin, I. (1985). Statistical Methods for Meta-Analysis. New York: Academic Press.

 

Cook, T., Cooper, H. M., Cordray, D., Hedges, L. V., Light, R. J., Louis, T., & Mosteller, F. (1991). Meta-Analysis for Explanation. New York: The Russell Sage Foundation.

 

Draper, D., Gaver, D. P., Goel, P. K., Greenhouse, J. B., Hedges, L. V., Morris, C. N., Tucker, J. R., & Waternaux, C. (1993). Combining Information: Statistical Issues and Opportunities for Research. Washington, D.C.: American Statistical Association.

 

Cooper, H. M. & Hedges, L. V. (Eds.) (1994). The Handbook of Research Synthesis. New York: The Russell Sage Foundation.

 

Hedges, L. V. & Schneider, B. (Eds.) (2005). The Social Organization of Schooling. New York: The Russell Sage Foundation.

 

SELECTED PUBLICATIONS (from 135)

Hedges, L. V. & Olkin, I. (1980). Vote counting methods in research synthesis. Psychological Bulletin, 88, 359-369.

 

Hedges, L. V. (1981). Distribution theory for Glass’s estimator of effect size and related estimators. Journal of Educational Statistics, 6, 107-128.

 

Hedges, L. V. (1981). Illustrating the results of two-aptitude aptitude-treatment interactions. American Educational Research Journal, 18, 57-62.

 

Hedges, L. V. & Olkin, I. (1981). The asymptotic distribution of commonality components. Psychometrika, 46, 331-336.

 

Hedges, L. V. & Stock, W. (1983). The effects of class size: An examination of rival hypotheses. American Educational Research Journal, 20, 63-85.

 

Hedges, L. V. & Olkin, I. (1983). Joint distributions of some indices based on correlation coefficients.
Pages 437-454 in S. Karlin, L. A. Goodman, & F. Amemiya (Eds.), Studies in Econometrics, Time Series, and Multivariate Analysis. New York: Academic Press.

 

Hedges, L. V. (1987). How hard is hard science, how soft is soft science?: The empirical cumulativeness of research. American Psychologist, 42, 443-455.

 

Huttenlocher, J., Hedges, L. V., & Prohaska, V. (1988). Hierarchical organization in ordered domains: Estimating the dates of events. Psychological Review, 95, 471-484.

 

Hedges, L. V. (1989). The NAEP/ETS report on the 1986 reading data anomaly: A technical critique. International Journal of Educational Research, 12, 699-707.

 

Shymansky, J. A., Hedges, L. V., & Woodworth, G. (1990). A reassessment of the effects of inquiry-based science curricula of the 60’s on student performance. Journal of Research in Science Teaching, 27, 127-144.

 

Huttenlocher, J., Hedges, L. V., & Bradburn, N. M. (1990). Reports of elapsed time: Bounding and rounding processes in estimation. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16, 196-213.

 

Huttenlocher, J., Hedges, L. V., & Duncan, S. (1991). Categories and particulars: Prototype effects in estimating spatial location. Psychological Review, 98, 352-376.

 

Huttenlocher, J., Hedges, L. V., & Prohaska, V. (1992). Memory for the day of the week: A five plus two day cycle. Journal of Experimental Psychology: General, 121, 313-325.

 

Hedges, L. V., & Friedman, L. (1993). Gender differences in variability of intellectual abilities: A reanalysis of Feingold’s results. Review of Educational Research, 63, 94-105.

 

Huttenlocher, J. & Hedges, L. V. (1994). Combining graded categories: Membership and typicality. Psychological Review, 101, 157-165.

 

Hedges, L. V., Laine, R. D., & Greenwald, R. (1994). Does money matter?: A meta-analysis of studies of the effects of differential school inputs on student outcomes. Educational Researcher, 23(3), 5-14.

 

Hedges, L. V. & Nowell, A. (1995). Sex differences in mental test scores, variability, and numbers of high-scoring individuals. Science, 269, 41-45.

 

Philipson, T. & Hedges, L. V. (1998). Subject evaluation in social experiments. Econometrica, 66, 381-408.

 

Nye, B., Hedges, L. V., & Konstantopoulos, S. (1999). The long term effects of small classes: A five year follow-up of the Tennessee class size experiment. Educational Evaluation and Policy Analysis, 21, 127-142.

 

Gurevitch, J. & Hedges, L. V. (1999). Statistical issues in ecological meta-analysis. Ecology, 80, 1142-1149.

 

Huttenlocher, J., Hedges, L. V., & Vevea, J. L. (2000). Why do categories affect stimulus judgment? Journal of Experimental Psychology: General, 129, 220-241.

 

Nye, B., Hedges, L. V., & Konstantopoulos, S. (2000). The effects of small classes on achievement: The results of the Tennessee class size experiment. American Educational Research Journal, 37, 123-151.

 

Nye, B., Hedges, L. V., & Konstantopoulos, S. (2002). Do low achieving students benefit more from small classes?: Evidence from the Tennessee class size experiment. Educational Evaluation and Policy Analysis, 24, 201-217.

 

Huttenlocher, J., Hedges, L. V., Corrigan, B., & Crawford, E. (2004). Spatial categories and the estimation of location, Cognition, 93, 75-97.

 

Hedges, L. V. & Pigott, T. D. (2004). The power of statistical tests for moderators in meta-analysis. Psychological Methods, 9, 426-445.

 

Nye, B., Hedges, L. V., & Konstantopoulos, S. (2004). How large are teacher effects? Educational Evaluation and Policy Analysis, 26, 237-257.

 

Hedges, L. V. & Hedberg, E. C. (2007). Intraclass correlations for planning group-randomized experiments in education. Educational Evaluation and Policy Analysis, 29, 60-87.

 

Hedges, L. V. (2007). Correcting a significance test for clustering. Journal of Educational and Behavioral Statistics, 32, 151-179.

 

Hedges, L. V. (2007). Effect sizes in cluster randomized designs. Journal of Educational and Behavioral Statistics, 32, 341-370.

 

SELECTED GRANTS RECEIVED (from 27)

2001-2010      “The social distribution of academic achievement in America,” funded by

                        the Spencer Foundation ($400,000)

 

2002-2006       “Environmental & biological variation and language growth,” funded by the National Institute of Child Health and Development ($8,500,000 - with Susan Goldin-Meadow, Janellen Huttenlocher, Peter Huttenlocher, Susan Levine, Steven Small)

 

2002-2006                     “A data research and development center,” by funded by the National

                        Science Foundation (IERI) ($5,300,000 – with Colm O’Muircheartaigh and

                        Barabra Schneider)

 

2005-2008       “Representation and combination of the results of multi-site                                                            randomized experiments in education,” funded by the Institute of                                                   Education Sciences (IES) ($514,567)

 

2005-2009              “Post-doctoral research training fellowship in education sciences,” funded by the Institute of Education Sciences (IES) ($542,776)

 

2006-2010       “The spatial intelligence learning center,” funded by the National Science Foundation, ($6,000,000 for the first two years –with Nora Newcomb, Susan Levine, Susan Goldin-Meadow, and Dedre Gentner)

 

2007-2010       “An RCT training institute,” funded by the Institute of Education Sciences (IES) ($1,581,931—with David Cordray and Mark Lipsey)

 

2008-2013       “Center for Advancing Research and Communications in Science Technology, Engineering and Mathematics (ARC),” funded by the National Science Foundation (with Barbara Schneider)