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.
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College of Education
Quantitative and Evaluative Research Methodologies
http://education.illinois.edu/frp/edpsy/jpr
Faculty Research Profiles: Joseph Robinson
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Assistant Professor
Quantitative and Evaluative Research Methodologies
Educational Psychology
Educational Psychology
210F Education Building
1310 S. 6th St. MC 708
Champaign, IL 61820USA
Section Links
- Research Biography
- Degrees
- Key Professional Appointments
- Activities & Honors
- Selected Publications
- Selected Links
Research Biography
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
- Principal Investigator, AERA Research Grant (sponsored jointly by NSF and NCES), AERA, 2009-2011
- Spencer Dissertation Fellow, The Spencer Foundation, 2008-2009
Selected Publications
- Reardon, S. F., Cheadle, J. C., & Robinson, J. P. (2009). The effects of Catholic school attendance on reading and math achievement in kindergarten through fifth grade. Journal of Research on Educational Effectiveness, 2(1), 45-87.
- Robinson, J. P. (2008). Evidence of a differential effect of ability grouping in kindergarten and first grade on the reading achievement growth of language-minority Hispanics. Educational Evaluation and Policy Analysis, 30(2), 141-180.
- Reardon, S. F., & Robinson, J. P. (2008). Patterns and trends in racial/ethnic and socioeconomic academic achievement gaps. In Helen F. Ladd & Edward B. Fiske (Eds.), Handbook of Research in Education Finance and Policy (499-518). New Yor: Routledge.
- Strunk, K. O., & Robinson, J. P. (2006). Oh, won’t you stay: A multilevel analysis of the difficulties in retaining qualified teachers. Peabody Journal of Education, 81(4), 65–94.