Measurements in the social and behavioral sciences are often discrete (e.g., highest degree earned, response option selected on a survey or test, career choice). My research lies at the intersection of statistical models for multivariate categorical data and psychometrics. My current focus is on models with latent variable interpretations, including item response theory models, discrete choice models, and their formulations as generalized linear and non-linear (mixed) models (i.e., HLM, and GLMMS). I am currently working on the relationship between formative and reflective measurement models using statistical graphical models.

Key Professional Appointments

Professor, Educational Psychology, Psycholgy & Statistics, Univeristy of Illinois, 2008 - present

Professor, Educational Psychology, Psycholgy & Statistics, Univeristy of Illinois, 2008 - present

Associate Professor, Departments of Educational Psychology, Psychology, and Statistics, University of Illinois at Urbana-Champaign, 2000 - 2008

Assistant Professor, Educational Psychology and Psychology, University of Illinois at Urbana-Champaign, 1993 - 1995


Ph.D., Quantitative Psychology, University of Illinois at Urbana-Champaign, 1993

M.S., Statistics, University of Illinois at Urbana-Champaign, 1986

B.A., Psychology and Economics, University of California at Berkeley, 1982

Awards, Honors, Associations

Incomplete List of Teachers Ranked as Excellent by Their Students, Spring and Fall Semesters, University of Illinois at Urbana-Champaign, 2001 - 2001

Distinguished Teaching Career Award, College of Education, University of Illinois, College of Education, University of Illinois, 2018 - 2018

Fellow, American Psychological Association, Division 5, 2018 - 2018

List of Teacher rankied as Excellent, University of Illinois, 2018 - 2018

Distinguished Senior Scholar, College of Education, 2009 - 2009

Faculty Fellow, Bureau of Educational Research, 2005 - 2006

Faculty Fellow, National Center for Supercomputing Applications, 2005 - 2006

Dissertation Award, Division 5, American Psychological Association, 1995 - 1995

Dissertation Award, Psychometric Society, 1993 - 1993

Research & Service

In recent work, I have shown that two seemingly different mathematically models are in fact the same. One model is the standard formulation of latent variables models and the other is an alternative formulation. The implication of this work is that models where responses to items reflect a latent variables behave the same as model built on the notion that items define the latent variable. A further implication is that estimation of measurement models can be done with much less complicated routines and these alternative appear to be more stable. I have also extended this work to more complex latent structures.

I have also collaborate on research. I am currently and actively collaborating with a diverse team (Edps, ECS, CS and CITL) that studying online learning. In particular, whether an online context has affordances for underrepresented groups in STEM. We have submitted 2 grants, received 1 internal grant, and submitted 2 papers in the 6 months that we have worked together.


Anderson, C., Kim, J., & Keller, B. (2013). Multilevel Modeling of Discrete Response Data. A Handbook of International Large-Scale Assessment: Background, Technical Issues and Methods of Data Analysis ( pp. 481-519).  link >

Kim, J., Anderson, C., & Keller, B. (2013). Multilevel analysis of assessment data. Handbook of International Large-Scale Assessment ( pp. 398-424).  link >

Anderson, C. (2013). Multidimensional item response theory models with collateral information as Poisson regression models. Journal of Classification, 30 (2), 276-303.  link >

Allen, N., Todd, N., Anderson, C., Davis, S., & Javdani, S. (2013). Council-based approaches to intimate partner violence:  Evidence of distal change in the system. American Journal of Community Psychology, 52 1-12.

Anderson, C., Verkuilen, J., & Peyton, B. (2010). Simultaneously estimated multinomial logistic regressions for discrete response data. Journal of Educational and Behavioral Statistics, 35 422-452.  link >

Rutkowski, L., Vasterling, J., Procter, S., & Anderson, C. (2010). Posttraumatic stress disorder and standardized test-taking ability Educational Researcher, 102 223-233.

Anderson, C. (2009). Categorical data analysis with a psychometric twist. Handbook of quantitative methods in psychology ( pp. 311-336). Thousand Oaks, CA: Sage.

Anderson, C., & Yu, H. (2007). Log-multiplicative association models as item response models. Psychometrika, 72 5-23.  link >

Anderson, C., Li, Z., & Vermunt, J. (2007). Estimation of models in a Rasch family for polytmous items and multiple latent variables. Journal of Statistical Software, 20 (6), 1-37.  link >

Rooij, d., M., A., C. J., ., & Anderson, C. (2007). Visualizing, summarizing, and comparing odds ratio structures. European Journal of Methodology, 3 139-148.

Tettegah, S., & Anderson, C. (2007). Pre-service teacher's empathy and cognitions: Statistical analysis of text data by graphical models. Contemporary Educational Psychology, 32 (1), 48-82.

Kroonenberg, P., & Anderson, C. (2006). Additive and multiplicative models for three-way contingency tables: Darroch (1974) revisited. Multiple correspondences analysis and related methods ( pp. 455-486). London: Chapman & Hall/CRC.

Vermunt, J., & Anderson, C. (2005). Joint correspondence analysis (JCA) by maximum likelihood. Methodology, 1 18-26.

Anderson, C. (2002). Analysis of multivariate frequency data by graphical models and generalizationsof the multidimensional row-column association model. Psychological Methods, 7 446-467.

Anderson, C., & Bockenholt, U. (2000). Graphical regression models for polytomous variables. Psychometrika, 65 497-509.  link >

Anderson, C., & Vermunt, J. (2000). Log-multiplicative association models as latent variable models for nominal and/or ordinal data. Sociological Methodology, 30 81-121.

Anderson, C., Wasserman, S., & Crouch, B. (1999). A p* primer:logit models for social networks. Social Networks, 21 37-66.


Estimation of multidimensional polytomous response models using fully conditionally specified models (2012). SMEP: Vancouver, Canada.

Pseudo-likelihood estimation of Rasch models as log-linear by linear association models (2006).: Montreal, Canada.

Statistical analysis of text data by item response theory with covariates: Perservice teachers' empathy (2006).: San Franciso.

What simulation and statistical analyses tell us about empathy (2006). University of Illinois: Chmapaign, IL.

Beyond chi-square tests of indpendence: Modeling assocation in multivariate categorical data (2004). Washington University: St Louis, MO.

Predictors of mammography and pap smear screening among Latina women (2004).: Honolulu, HI.

Association models as standard item response theory models (2004).: Monterey, CA.

Empirical comparisons of log-multiplicative association models and IRT models (2004).: Pacific Grove, CA.

Patterns and outcomes of online help-seeking behavior for students underrepresented in STEM (2020). American Educational Research Association: San Francisco.


Co-Principal Investigator, From Narratives, Multimedia, and Empathy to Statistical Modeling, Campus Research Board, 2005 - 2006

Co-Principal Investigator, Using Technology and Vignette Technique in Educational Research: From Qualitative Text to Statistical Modeling, Bureau of Educational Research, 2005 - 2006

Principal Investigator, Multivariate Multinomial Logistic Regressions Models as Item Response Theory Models with Covariates, National Science Foundation, 2004 - 2006

Co-Principal Investigator, Visualization of Vignette and Statistical Models: An Integrated Approach, National Center for Supercomputing Applications, 2005 - 2005


Editorial board member, Psychological Methods, 2004 - 2014

Member of editoral board of Psychological Methods, Psychological Methods, 2003 - 2014

Chair of Membership committee, American Psychological Association, Division 5 (Evaluation, Measurement & Statistics), 2009 - 2012

Member Board of Trustees, Psychometric Society, 2005 - 2009

Book Review Editor, Psychometrika, 2005 - 2008

Associate Editor of Psychometrika, Psychometrika, 2005 - present


I teacher statistics courses to students in the social and behavioral sciences, ACES and business. I regularly teach categorical data analysis, multivariate analysis, and multilevel modeling. I am developing a graduate seminar on Bayesian Statistics.

I encourage students to develop their own research ideas and interests. One way is by allowing students to do project in lieu of taking an exam. I mentor students both within my own department and from other departments.

Students in categorical data analysis and multilevel models have the option of doing a project, which are often published or parts of larger research projects. For example, a project spanned both courses, developed into a dissertation, and the student won the Seymour Sudman dissertation award.

I met at least weekly with one student working on her dissertation and another who is developing his proposal for his early research project.


Hierarchical Linear Models (EPSY 587) This course provides an overview of the use of multilevel models. Students will learn the techniques and theory of hierarchical linear models and apply the methods to data from studies in education, psychology and social sciences. Topics covered include multilevel analyses, random intercept and slope models, 2- and 3-level models, hypothesis testing, model assessment, longitudinal (repeated measures) data, and generalized hierarchical models for categorical variables.

Categorical Data in Ed/Psyc (EPSY 589) Concepts and methods for analyzing categorical data with an emphasis placed on building and applying models in education, sociology and psychology. Generalized linear models covered including logistic and Poisson regression models, loglinear, logit, and probit models, and models for ordinal data.

QUERIES Division Brownbag (EPSY 590) Seminar in educational psychology; topics relate to the areas of specialization represented by the various divisions within the department.

Adv Topics in Quant Methods (EPSY 590) Seminar in educational psychology; topics relate to the areas of specialization represented by the various divisions within the department. Topic: Queries Department Seminar.

QUERIES Division Brown Bag - 0 (EPSY 590) Seminar in educational psychology; topics relate to the areas of specialization represented by the various divisions within the department. This section is for QUERIES students registering the Brown Bag for 0 hours.

Bayesian Stat Infer & Modeling (EPSY 590) Seminar in educational psychology; topics relate to the areas of specialization represented by the various divisions within the department. TITLE: Bayesian Statistical Inference and Modeling Prereq: one statistics course beyond PSYC 507 or EPSY 581

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Professor, Quantitative and Evaluative Research Methodologies



236C Education Building
1310 S. Sixth St.
Champaign, IL 61820

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