Larry Hedges (Co-PI)
l-hedges [at] northwestern [dot] edu
SILC Faculty Member and member of our Spatial Network.
Biographical Sketch: Larry V. Hedges,
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
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
Board of Trustees Professor (10-25-present)
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
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
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)