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Katherine Ryan

Profile Picture for Katherine Ryan

Professor Emerita, Quantitative and Qualitative Methodology, Measurement, and Evaluation

Contact

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

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Katherine Ryan

Biography

My research interests focus on educational evaluation and the intersection of educational accountability issues and high stakes assessment. As educational accountability has become increasingly more important nationally and globally, my work has examined both evaluative capacity building and monitoring issues involved in test-based educational accountability. My current research includes an investigation of the intended and unintended consequences of a state-wide assessment and accountability system in relationship to students, instruction, and educational outcomes.

Key Professional Appointments

Professor, Educational Psychology, University of Illinois at Urbana, 2012 - present

Associate Professor, Educational Psychology, University of Illinois at Urbana-Champaign, 2002 - 2011

Chair, QUERIES, Educational Psychology, University of Illinois at Urbana-Champaign, 2007 - 2010

Head, Division of Measurement and Evaluation, Office of Instructional Resources, University of Illinois at Urbana-Champaign, 1994 - 1999

Education

Ph.D., Educational Psychology, University of Illinois at Urbana-Champaign, 1988

M.Ed., Special Education, University of Illinois at Urbana-Champaign, 1981

B.S., Psychology, University of Illinois at Urbana-Champaign, 1972

Awards, Honors, Associations

A++ Award: Advocacy, Activism, and Advancement, 2012 College of Education Graduate Student Conference, College of Education, 2012 - 2013

University Fellow, Center for Democracy in a Multiracial Society, 2005-2006, Center for Democracy in a Multiracial Society, 2005 - 2006

Research & Service

My research interests focus on educational evaluation and the intersection of educational accountability issues and high stakes assessment. As educational accountability has become increasingly more important nationally and globally, my work has examined both evaluative capacity building and monitoring issues involved in test-based educational accountability. My current research includes an investigation of the intended and unintended consequences of a state-wide assessment and accountability system in relationship to students, instruction, and educational outcomes.

Publications

Ryan, K., Gandha, T., & Ahn, J. (2013). School self-evaluation and inspection for improving U.S. schools? National Education Policy Center.  link >

Ryan, K., Gandha, T., Culbertson, M., & Carlson, C. (2013). Focus group evidence: Implications for design and analysis. American Journal of Evaluation, first published on December 3, 2013 as doi:10.1177/1098214013508300.

Ganley, C., Mingle, L., Ryan, A., Ryan, K., Vasilyeva, M., & Perry, M. (2013). An examination of stereotype threat effects on girls' mathematics performance. Developmental Psychology, 49 (10), 1889-1897.

Ryan, K., & Timmer, J. (2013). New Zealand style school review: A view from outside. A developmental and negotiated approach to school and curriculum evaluation ( vol. 14, pp. 195-206). Bindley, England, United Kingdom: Emerald Publishers.

Ryan, K., & Feller, I. (2012). Evaluation, accountability and performance measurement in national education systems: Trends, methods, and issues. In M. Preedy, N. Bennett & C.  Wise (Eds.), Educational leadership: Context, strategy. 2009,  Thousand Oaks: Sage.

Ryan, K., Gannon, S., N., C., & M., . (2012). Improving survey methods with cognitive interviews in small- and medium-scale evaluations. American Journal of Evaluation, 33 (3), 414-430.

Presentations

Involving cultural considerations in accountability for learning and school self-evaluation (2013).: Chicago, IL.

Evaluating educational accountability policy consequences in local ecologies (2012).: Minneapolis, MN.

Evidence that stereotype threat does not impact math performance during early adolescence (2012).: Chicago, IL.

, Math intelligence is fixed AND girls have less: Mind sets, gender stereotypes, and standardized math performance, (AERA-SIG Motivation in Education) (2012).: Vancouver, BC.

, Evaluating policy implementation: Methods notes (2012). The Center for Elementary Math and Science Education and the Constorium on Chicago School Research in the Harris School at the University of Chicago: Chicago, IL.

, School self-evaluation: Evaluation for learning and accountability? (2012). the Education and Social Research Institute at Manchester Metropolitan University: Manchester, UK.

Evaluation for learning and accountability? (2011).: Anaheim, CA.

Extending the focus group method (2011).: Anahiem, CA.

Valuing performance measurement: Findings from a multiple case study of Canadian public sector organizations (2011).: Anaheim, CA.

Democracy, education, and methodology I and II. Paper presented as co-chair and member for panel session at the annual meeting of the American Evaluation Association (2004).: Atlanta, GA.

Making educational accountability more democratic (2004).: Atlanta, GA.

Town meeting: Developing an AEA public statement on educational accountability (2004).: Atlanta, GA.

Psychological processes underlying stereotype threat and standardized math test performance (2004).: San Diego, CA.

Grants

Co-Principal Investigator, Using computer adaptive testing (CAT) to improve STEM learning, test performance, and retention, National Science Foundation, 2013 - 2018

Co-Principal Investigator, Assessing Complex Performance: A Postdoctoral Training Program Researching Students Writing and Assessment in Digital Workspaces, Institute of Education Sciences, 2011 - 2016

Co-Principal Investigator, Illinois Collaborative for Educational Policy Research, Illinois State Board of Education, 2012 - 2013

Principal Investigator, External Review of the ISBE Large Scale Assessment and Accountability System, Illinois State Board of Education, 2008 - 2013

Services

Associate Editor, American Journal of Evaluation, 2005 - 2010