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Henry May
Research Assistant Professor
Researcher & Statistician, Consortium for Policy Research in Education (CPRE)
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Education
1997: B.S. (with Honors), Psychology/Statistics Minor, University of Florida
2002: Ph.D., Education, University of Pennsylvania
Areas of Expertise
Measurement, statistics, and research design
Accountability policy
Standards-based reform
Professional
Biography
Dr. May specializes in the application of modern statistical
methods in education research. His primary areas of expertise include longitudinal
analysis, multilevel modeling, item response theory (IRT), Bayesian methods,
predictive models for continuous and categorical data, and missing data theory.
He is a member of the American Educational Research Association (AERA), the
American Evaluation Association (AEA), the American Psychological Association
(APA), and the American Statistical Association (ASA).
Although Dr. May specializes in statistical methods, most of
his research also involves qualitative and mixed-methods approaches. Recent publications
include peer-reviewed CPRE research reports and academic articles in program
evaluation, research design, and statistics. The topics of recent academic
papers include a study of the impacts of school reform on student’s learning
trajectories, development of an IRT model for measuring student’s socioeconomic
status in international contexts, and methods for reporting complex statistical
results in more meaningful ways for policymakers and practitioners.
Research Interests
and Current Projects
Dr. May’s research interests include standards-based reform
and accountability, measurement of school performance (specifically value-added
modeling), program evaluation, teacher and school effects on student
performance, equity in inputs and outcomes of education, international and
comparative studies, and the successful education of students at risk of
dropout or academic failure.
Current projects include the randomized evaluation of
Ohio’s
Personalized Assessment Reporting System, the national evaluation of the
America’s
Choice School Design program; the evaluation of the Math-Science Partnership
Program in
El Paso,
Texas;
CPRE’s Center on Continuous Instructional Improvement (CCII); and the randomized
evaluation of the National Institute for School Leadership (NISL).
Courses Taught
EDUC 767: Regression and Analysis of Variance
EDUC 801.407: Analytical Methods for Local Research &
Evaluation (Mid-Career Doctorate Program)
Selected Publications
May, H. & Supovitz, J. A. (2006). Capturing the cumulative
effects of school reform: An 11-year study of the impacts of
America’s
Choice on Student Achievement. Educational
Evaluation and Policy Analysis, 28(3), 231-257.
May, H. (2006). A multilevel Bayesian IRT method for scaling
socioeconomic status in international studies of education. Journal of Educational and Behavioral
Statistics, 31(1), 63-79.
May, H. (2004). Making statistics more meaningful for policy
research and program evaluation. American
Journal of Evaluation, 25(4), 525-540.
Supovitz, J. A., & May, H. (2004). A study of the links
between implementation and effectiveness of the
America’s
Choice comprehensive school reform design. Journal
of Education for Students Placed At Risk, 9(4), 389-419.
May, H., Supovitz, J. A., & Perda, D. (2004). A Longitudinal Study of the Impact of
America's Choice on Student Performance in
Rochester, New York, 1998-2003.
Philadelphia,
PA: Consortium for Policy Research in
Education.
Boe, E. E., May, H., Barkanic, G., & Boruch, R. F.
(2004) Predictors of national differences in mathematics and science
achievement of eighth-grade students: Data from TIMSS. In N. F. McGinn (Ed.), Learning through collaborative research: The
six-nation education research project (pp. 21-52).
New
York: Routledge Farmer.
Boruch, R. F., May, H., Lavenberg, J., Turner, H. M.,
Petrosino, A., De Moya, D., Grimshaw, J., & Foley, E. (2004). Estimating
the effects of interventions that are deployed in many places: Place randomized
trials. American Behavioral Scientist, 47,
608-633.
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