College of Education Quantitative and Evaluative Research Methodologies http://education.illinois.edu/edpsy/frp/jpr

Faculty Research Profiles: Joseph Robinson

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Assistant Professor (Queries Chair)

Quantitative and Evaluative Research Methodologies
Educational Psychology
210F Education Building
1310 S. 6th St. MC 708
Champaign, IL 61820USA
business217 333-8527
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Research Biography

I am interested in estimating causal and differential effects of education policies and practices, especially as they pertain to reducing achievement gaps. In studying these effects, I often use quasi-experimental methods (e.g., regression discontinuity, propensity score matching), which use observational data but approximate a randomized control trial to provide unbiased effect estimates. I also teach a course on Quasi-experimental Methods (EDPSY 574), which deals with the theories, assumptions, limitations, and implementation issues related to these methods.

I am particularly interested in these methods because they can provide an accurate measure of the effectiveness of a policy or practice. This can, in turn, inform specific policy recommendations for how best to improve education. For example, I have studied whether customized, small-group learning environments are differentially beneficial to language-minority Hispanics, and whether implementing this instructional practice could reduce the Hispanic-white reading achievement gap in early elementary school. Other research has examined the effect of removing English language development services for English learners and how school-level-specific mechanisms relate to the observed pattern of effects.

Degrees

  • Ph.D., Economics of Education, Stanford University, 2009
  • M.A., Economics, Stanford University, 2009
  • M.A., Social Sciences in Education, Stanford University, 2005
  • B.S., Industrial and Labor Relations, Cornell University, 2000

Key Professional Appointments

  • Assistant Professor, Educational Psychology, University of Illinois at Urbana-Champaign, 2009--

Activities & Honors

  • Editorial Board, American Educational Research Journal, 2011- present
  • Editorial Board, Educational Evaluation and Policy Analysis, 2011- present
  • Outstanding Reviewer, American Educational Research Journal, 2010- present
  • Outstanding Reviewer, Educational Evaluation and Policy Analysis, 2010- present
  • List of Teachers Ranked as Excellent by Their Students, University of Illinois at Urbana-Champaign, 2009- present
  • Principal Investigator, AERA Research Grant (sponsored jointly by NSF and NCES), AERA, 2009-2011
  • Spencer Dissertation Fellow, The Spencer Foundation, 2008-2009

Grants

  • Co-Principal Investigator, Age Differences in Resource Allocation During Reading, National Institutes of Health, 2010
  • Co-Principal Investigator, UIUC Postdoctoral Research Training Program in Mathematics Education, Institute of Education Sciences, 2010
  • Principal Investigator, Effects of Native-Language Assessment Accommodations in Mathematics for Kindergarten and First-Grade English Learners, AERA, 2009

Selected Publications

  • Robinson, J. P., & Espelage, D. L. (2011). Inequities in educational and psychological outcomes between LGBTQ and straight students in middle and high school. Educational Researcher, 40(7), 315-330.
  • Robinson, J. P. (2011). Evaluating criteria for English learner reclassification: A causal-effects approach using a binding-score regression discontinuity design with instrumental variables. Educational Evaluation and Policy Analysis, 33(3), 267-292.
  • Reardon, S. F., & Robinson, J. P. (in press). Regression discontinuity designs with multiple rating-score variables. Journal of Research on Educational Effectiveness.
  • Robinson, J. P., & Lubienski, S. T. (2011). The development of gender achievement gaps in mathematics and reading during elementary and middle school: Examining direct cognitive assessments and teacher ratings. American Educational Research Journal, 48(2), 268-302.
  • Robinson, J. P. (2010). The effects of test translation on young English learners’ mathematics performance. Educational Researcher, 39(8), 582-590.

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