Ed Wiley - Scholarship

REFEREED PUBLICATIONS

  1. Burris, C., Welner, K. G., & Wiley, E. W. (to appear, March 2008). Closing the achievement gap by detracking. Teachers College Record.
  2. 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).
  3. Shavelson, R. J., Ruiz-Primo, M. A., & Wiley, E. W. (2005). Windows into the mind. Higher Education 49, 413-430.
  4. 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.
  5. 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), 6171.
CHAPTERS
  1. 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, Incorporated.
  2. 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.
REPORTS
  1. Wiley, E. W. (2006). Final Report: External audit of survey sampling and weighting procedures used for the National Assessment of Educational Progress. Submitted February, 2006 to U.S. Department of Education.
  2. 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.
  3. Wiley, E. W., Mathis, W. J., & Garcia, D. R. (2005). The Impact of the 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.
  4. Wiley, E. W., & Allen, J. (2005). The Impact of the 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.
  5. 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.
  6. Bohrnstedt, G. W., Wiley, E. W., & Stecher, B. M. (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.
  7. Bohrnstedt, G. W. & Wiley, E. W. (2000). Implementation 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.
  8. 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.
  9. 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.
  10. 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.
  11. 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.
PRESENTATIONS
  1. (Invited Talk) ”Creating Indicators for School Accountability and Accreditation,” Association for Colorado Educational Evaluators (November 18, 2005): Aurora, CO.
  2. (Invited Talk) ”Colorado Senate Bill 05-214: A Coordinated System of Accountability for Colorado,” Association for Colorado Educational Evaluators (February 18, 2005): Thornton, CO.
  3. (Invited Talk) ”Adequate Yearly Progress and Student Heterogeneity: The No Child Left Behind Diversity Penalty.”
    1. Stanford University (July 11, 2004): Stanford, CA.
    2. American Institutes for Research (June 22, 2004): Palo Alto, CA.
    3. University of California - Davis (February 27, 2004): Davis, CA.
    4. University of Colorado - Boulder (February 25, 2004): Boulder, CO.
  4. (Invited Talk) ”Simulation and Resampling in Measurement and HLM: Modern Approaches to Improving Inquiry in Social Science.”
    1. University of Massachusetts (February 16, 2004): Amherst, MA.
    2. Indiana University (February 12, 2004): Bloomington, IN.
  5. (Invited Talk) ”Class size reduction and special education referrals and placements,” Temple University (December 1, 2000). Washington, DC.
  6. (Invited Talk) ”The California Class-Size Reduction Evaluation: Lessons learned,” Temple University (December 7, 1999). Washington, DC.
  7. (Invited Talk) ”An examination of alternative methods of assessing knowledge structure,” Stanford University (April 15, 1999): Stanford, CA.
PAPERS
  1. 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.
  2. 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.
  3. 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.
  4. 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.
  5. Burris, C., Welner, K. G., & Wiley, E. W. (2005). Opening the gates: Increasing IB and AP access through detracking. Working Paper.
  6. Davis, N., Snyder, L., & Wiley, E. W. (2005). Computerized Measurement of Phonological Sensitivity in Preschool Age Children. Poster presented at the Fifth Annual Coleman Institute Conference, ”Pioneering Cognitive Technologies” (October, 2005): Boulder, Colorado.
  7. Davis, N., Snyder, L., Wise, B., Olson, R., Wiley, E. W., & Finan, D. (2005). Evaluating Phonological Sensitivity in Preschoolers - A Study of Methodology. Poster presented at the November at the annual meeting of the International Dyslexia Association (October, 2005): Denver, Colorado.
  8. 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.
  9. Wiley, E. W. (2000). The California Class Size Reduction 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 and Management Research. November 2-4, 2000. Seattle, WA.
  10. Wiley, E. W., Bohrnstedt, G. W. & Parrish, T. (2000). Class size reduction and special education 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.
  11. 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.
  12. 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.
  13. 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.
  14. 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.
  15. Wiley, E.W. (1998). Indirect and Direct Assessment of Structural Knowledge in Statistics. Stanford, CA: Stanford University School of Education.
  16. 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. Paper presented at the annual meeting of the National Council on Measurement in Education (March, 1998): San Diego, CA.
  17. Solano-Flores, G., Shavelson, R. J., Ruiz-Primo, M. A., Schultz, S., 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.