Bio

In his research, Dr. Rogosa seeks to develop and apply statistical methods for important problems in educational research. At present, Rogosa focuses on statistical issues in educational assessment and accountability. Dr. Rogosa also has published extensively on statistical methods for longitudinal research (especially for studies of learning and development), methods for the collection and analysis of observations of behavior (particularly in research on teaching), and statistical methods for large-scale educational assessments.

Academic Appointments

  • Emeritus Faculty, Acad Council, Graduate School of Education

Boards, Advisory Committees, Professional Organizations

  • Associate Professor, Stanford Graduate School of Education (1980 - Present)
  • Assistant Professor, University of Chicago (1977 - 1980)

Professional Education

  • PhD, School of Education, Stanford University, Mathematical Methods in Educational Research (1977)
  • MS, Stanford University, Statistics
  • BA, Princeton University

Contact

  • Academic
    rag@stanford.edu
    University - Emeritus faculty Department: Graduate School of Education Position: Emeritus Faculty, Acad Council
    • Sequoia 224
    • Stanford,  California  94305-3096 
    (650) 725-8977 (fax)

Additional Info

  • Mail Code: 3096

Links

Research Interests

  • Assessment, Testing and Measurement
  • Research Methods
  • Sociology
  • Standards

Current Research and Scholarly Interests

Statistical issues in educational assessment; analysis of longitudinal data.

2023-24 Courses

All Publications

  • Statistical misunderstandings of the properties of school scores and school accountability Yearbook of the National Society for the Study of Education Rogosa, D. 2005; 104 (2): 147-174
  • Longitudinal data analysis examples with random coefficient models Journal of educational and behavioral statistics Rogosa, D., Saner, H. 1995; 20 (2): 149-170
  • Statistical models for behavioral observations Journal of Educational Statistics Rogosa, D., Ghandour, G. 1991; 16 (3): 157-252