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Daniel
Anderson
Research Assistant Professor
Curriculum Vita

About Me

I am primarily interested in data science and computational social science, broadly defined as the intersection between computer science and statistics, as applied to large-scale research in education. I am particularly interested in systematic inequalities that influence students’ learning and growth over time. I am also a strong proponent of open and reproducible workflows.

Education

year what
2011 — 2015 Ph.D., Educational Methodology, Policy and Leadership, University of Oregon
Dissertation: Teacher and School Contributions to Student Growth
2008 — 2009 M.S. Educational Leadership, University of Oregon
Terminal Project: Educational Accountability: An Examination of Policy and Measurement Practices
2003 — 2007 B.S. Elementary Education, Utah State University

Brief professional history

year what
2018 — Research Assistant Professor, Behavioral Research and Teaching, University of Oregon
2015 — 2018 Research Associate, Behavioral Research and Teaching, University of Oregon (on-leave during post-doc)
2016 — 2017 IES Post-Doctoral Research Fellow, Center on Teaching and Learning, University of Oregon
2009 — 2015 Research Assistant, Behavioral Research and Teaching, University of Oregon

Additional training (received)

training
Deep Learning with Keras and TensorFlow in R (2020). Two-day workshop lead by Dr. Bradley Boehmke
Applied Machine Learning (2019). Two-day workshop lead by Dr. Max Kuhn
Summer Institute on Computational Social Science (2018). Remote week-long workshop lead by Drs. Matthew Salganik & Chris Bail
Master R Developer Workshop (2017). Two-day workshop lead by Dr. Hadley Wickham
Institute of Education Sciences: Cluster-randomized trials (2016). Two-week long workshop lead by Drs. Larry V. Hedges & Spyros Konstantopoulos

Teaching

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Data science specialization

I have led the design, development, and teaching of a new five-course graduate-level data science specialization offered through the University of Oregon’s College of Education. The following lists the sequence of courses in the specialization, as well as the year/quarter the course was most recently taught.

order course
1. Introduction to data science with R. (Fall, 2018). CRN: 12074; 3 credit hours.
2. Communicating and transforming data. (Winter, 2019/2020). CRN: 27553/27120; 3 credit hours.
3. Functional programming with R. (Spring, 2019). CRN: 35699; 3 credit hours.
4. Applied predictive modeling. (Spring, 2020). CRN: [planned]; 3 credit hours.
5. Capstone. (Summer, 2020). CRN: [planned]; 4 credit hours.

Additional courses taught

order course
1. Multiple regression in educational research. (Fall, 2018). CRN: 17258; 3 credit hours.
2. Survey of educational research methods. (Summer, 2018). CRN: 40797; 3 credit hours.
3. Exploring data with R. (Spring/Fall, 2017). CRN: 17214/37117; 4 credit hours.

Scholarship

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Peer-Reviewed Publications

year count cites
in press 17. Anderson, D., Rowley, B., Irvin, P. S., Rosenberg, J. M., & Stegenga, S (in press). Evaluating content-related validity evidence using a text-based, machine learning procedure. Educational Measurement: Issues and Practice.


year count cites
2019 16. Kovensky, R., Anderson, D., and Leve, L (2019). Early adversity and sexual risk in adolescence: externalizing behaviors as a mediator. Journal of Child & Adolescent Trauma. doi: 10.1007/s4065
15. Anderson, D. (2019). Exploring teacher and school variance in students’ within-year reading and mathematics growth. School Effectiveness and School Improvement. 30, 510-530. doi: 10.1080/09243453.2019.1618349
14. Shanley, L., Clarke, B., Anderson, D., Turtura, J., Doabler, C., Kurtz-Nelson, E., & Fien, H (2019). Exploring the utility of assessing early mathematics intervention response via embedded assessment. School Psychology. doi: 10.1037/spq0000326
13. Nese, J. F. T., Farley, D., & Anderson, D. (2019). Educator‐reported instructional characteristics of grade 1 reading interventions within a CBM assessment system. Learning Disabilities: Research and Practice. doi: 10.1111/ldrp.12191
12. Tindal, G., and Anderson, D. (2019). Changes in status and performance over time for students with specific learning disabilities. Learning Disabilities Quarterly. 42, 3-16. doi: 10.1188/0731948718806660
2018 11. Rosenberg, J, Beymer, P. N., Anderson, D., van Lissa, C.J., and Schmidt, J. A (2018). tidyLPA: An R package to easily carry out latent profile analysis (LPA) using open-source or commercial software. Journal of Open Source Software. 3(30), 978. 10.21105/joss.00978
10. Fien, H., Anderson, D., Nelson, N. J., Kennedy, P., Baker, S. K., & Stoolmiller, M (2018). Examining the impact and school‐level predictors of impact variability of an 8th grade reading intervention on at‐risk students’ reading achievement. Learning Disabilities Research & Practice. 33, 37-50. doi: 10.1111/ldrp.12161
2017 9. Anderson, D., Kahn, J, and Tindal, G (2017). Exploring the robustness of a unidimensional item response theory model with empirically multidimensional data. Applied Measurement in Education. 30, 163-177. doi: 10.1080/08957347.2017.1316277
8. Park, B. J., Anderson, D., Tindal, G., & Alonzo, J (2017). A validity argument for a mathematics curriculum-based measure: Implications for response to intervention decision-making. Journal of Educational Administration and Policy. 2, 5-18. 10.22553/keas/2017.2.1.5
2016 7. Farley, D., Anderson, D., Irvin, P. S., & Tindal, G (2016). Modeling reading growth in Grades 3-5 with an alternate assessment. Remedial and Special Education. 38, 195-206. doi: 10.1177/0741932516678661
6. Saven, J. L., Anderson, D., Nese, J. F. T., Farley, D., & Tindal, G (2016). Patterns of statewide test participation for students with significant cognitive disabilities. The Journal of Special Education. 49, 209-220. doi: 10.1177/0022466915582213


year count cites
2015 5. Anderson, D., Farley, D., & Tindal, G (2015). Test design considerations for students with significant cognitive disabilities. The Journal of Special Education. 49, 3-15. doi: 10.1177/0022466913491834
4. Anderson, D., Irvin, P. S., Alonzo, J., & Tindal, G (2015). Gauging item alignment through online systems while controlling for rater effects. Educational Measurement: Issues and Practice. 34, 22-33. doi: 10.1111/emip.12038
2013 3. Patarapichayatham, C., Anderson, D., and Kamata, A (2013). Middle school transition: An application of latent transition analysis (LTA) on easyCBM benchmark mathematics data. The International Journal of Educational Administration and Development. 4, 745-756.
2012 2. Nese, J. F. T., Biancarosa, G., Anderson, D., Lai, C.-F., Alonzo, J., and Tindal, G (2012). Within-year oral reading fluency with CBM: A comparison of models. Reading and Writing. 25, 887-915. doi: 10.1007/s11145-011-9304-0
2011 1. Anderson, D., Lai, C., Alonzo, J. and Tindal, G (2011). Examining a grade-level math CBM designed for persistently low-performing students. Educational Assessment. 16, 15-34. doi: 10.1080/10627197.2011.551084

National & International Conference Presentations

year count cites
2019 29. Anderson, D., Rowley, B., Stegenga, S., Irvin, P. S., and Rosenberg, J. M (April, 2019). Evaluating content-related validity evidence using text modeling. Paper presented at the annual meeting of the National Council on Measurement in Education, Toronto, ON.
2018 28. Anderson, D., and Tindal, G (October, 2018). Changes in status and performance for students with learning disabilities. Poster presented at the annual meeting of the Council for Learning Disabilities, Portland, OR.
27. Anderson, D., and Stevens, J. J (April, 2018). Exploring and visualizing school achievement and school effects. Paper presented at the annual meeting of the National Council on Measurement in Education, New York, NY.


year count cites
26. Stegenga, S., Anderson, D., Munger, K., and Wennerstrom, E. K (March, 2018). Big Data… and Babies!? A Mixed Methods Systematic Scoping Review of Strenghts, Challenges, and Implications of Big Data Use in Early Intervention and Eartly Childhood. Poster presented at the Conference on Research Innovations in Early Intervention, San Diego, CA.
2017 25. Anderson, D., Stevens, J. J., and Nese, J. F. T (April, 2017). Visualizing Achievement Gaps Across the Full Distribution. Paper presented at the annual meeting of the National Council on Measurement in Education, San Antonio, TX.
24. Stevens, J. J., Anderson, D., Nese, J. F. T., and Tindal, G (April, 2017). Using Effect Size Measures to Estimate and Report Achievement Gaps. Paper presented at the annual meeting of the National Council on Measurement in Education, San Antonio, TX.
23. Pilger, M., Fien, H., Nelson, N. J., Anderson, D. and Otterstedt, J (February, 2017). Self-Regulation and Math Achievement: Potential Mitigating Benefits of Instructional Gaming. Paper presented at the annual meeting of the National Association of School Psychologists, Washington, DC.
22. Nese, J. F. T., Anderson, D., and Farley, D (February, 2017). What Does Reading Intervention Look Like?. Poster presented at the Pacific Coast Research Conference, Coronado, CA.
2016 21. Anderson, D., and Stevens, J. J (December, 2016). Visualizing Achievement Gaps Across the Full Scale. Poster presented at the Principal Investigators Meeting, Institute of Education Sciences, Washington, DC.
20. Anderson, D. (May, 2016). Exploring the Latino-White Achievement Gap Across Disability Classifications Over Time. Poster presented at the Education and Inequality in 21st Century America conference at Stanford University, Palo Alto, CA.
19. Anderson, D., and Stevens, J. J (April, 2016). Cohort and content variability in value-added model school effects. Paper presented at the annual meeting of the National Council on Measurement in Education, Washington, DC.
2015 18. Anderson, D., and Stevens, J. J (April, 2015). Exploring the impact of cohort variability on teacher effects. Paper presented at the annual meeting of the National Council on Measurement in Education, Chicago, IL.
17. Anderson, D. (April, 2015). Within-year variance in mathematics growth between students, teachers, and schools. Poster presented at the annual meeting of the American Educational Research Association, Chicago, IL.
16. Anderson, D., Irvin, P. S., Nese, J. F. T, Alonzo, J., Tindal, G (April, 2015). National middle school mathematics within-year growth norms. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
15. Anderson, D., Kahn, J. D., Alonzo, J, and Tindal, G (April, 2015). Exploring the item factor structure of a CCSS-aligned middle school mathematics CBM. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.


year count cites
14. Farley, D., Anderson, D., Irvin, P. S., Saven, J. L., and Tindal G (April, 2015). Modeling reading growth for alternate assessments based on alternate achievement standards (AA-AAS). Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
2013 13. Anderson, D., Irvin, P. S., Alonzo, J., & Tindal, G (April, 2013). Modeling rater effects in a formative mathematics alignment study. Paper presented at the annual meeting of the National Council on Measurement in Education, San Francisco, CA.
12. Irvin, P. S., Anderson, D., Saven, J., Alonzo, J. and Tindal, G (April, 2013). Within-year growth in math: Implications for progress-monitoring using RTI. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
11. Saven, J., Anderson, D., Nese, J. F. T., Alonzo, J., and Tindal, G (April, 2013). Teacher decision making and within-year growth in math. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
10. Patarapichayatham, C., Nese, J. F. T., & Anderson, D. (April, 2013). Within-year grade 2 math growth: Using a 2PL second-order item response theory growth model. Paper presented at the annual meeting of the National Council on Measurement in Education, San Francisco, CA.
9. Anderson, D., Alonzo, J., and Tindal, G (February, 2013). Best practices in oral reading fluency administration. Paper presented at the annual meeting of the National Association of School Psychologists, Seattle, WA.
8. Patarapichayatham, C., Anderson, D., & Kamata, A (February, 2013). Middle School Transition: An Application of Latent Transition Analysis (LTA) on easyCBM® Benchmark Mathematics Data. Paper presented at the Conference on Educational Reform,SiemReap, Cambodia.
2012 7. Anderson, D. (June, 2012). An analysis of growth in alternate assessments. Paper presented at the annual meeting of the Council of Chief State School Officers (CCSSO), National Conference on Student Assessment, Minneapolis, MN.
6. Alonzo, J., Park, B.J., Lai, C.F., Anderson, D., and Irvin, P. S (February, 2012). The appropriateness of different types of CBM measures for first- and second-grade students receiving literacy instruction in Spanish. Poster presented at the Pacific Coast Research Conference, Coronado, CA.
2011 5. Park, B. J., Anderson, D., Alonzo, J., and Tindal, G (April, 2011). Use of Student Growth to Predict State Assessment Performance. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.


year count cites
4. Park, B. J., Anderson, D., Nese, J. F. T., Alonzo, J., and Tindal, G (April, 2011). The Classification Accuracy of Mathematics Screening Measures. Poster presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
2010 3. Nese, J. F. T., Anderson, D., and Tindal, G (May, 2010). The invariance of the easyCBM® mathematics measures across educational setting, language, and ethnic groups. Paper presented at the annual meeting of the National Council of Measurement in Education, Denver, CO.
2. Anderson, D., Park, B. J., and Tindal, G (May, 2010). An examination of the easyCBM® benchmark tests and the Oregon statewide tests in grades 6-8 mathematics. Paper presented at the annual meeting of the American Educational Research Association, Denver, CO.
1. Anderson, D. (May, 2010). Accountability plans and the growth model pilot program: An examination of state policy effects on the percentage of schools making adequate yearly progress. Poster presented at the annual meeting of the American Educational Research Association, Denver, CO.

External Funding Activity

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Software development

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I am active in the R community and have developed a number of packages. My GitHub repositories for R rank in the top 30 (of 8,590) nationally and top 100 (of 72,387) worldwide. Below is a summary of packages I have authored and contributed to, as well as a few interactive data applications.

Professional Service

Conference organization

I am the lead organizer of the 2020 Cascadia R Conference, which includes keynotes on open science and from machine learning engineers using R in production with T-Mobile. The conference also includes workshops on data visualization, reproducible and dynamic report generation with R Markdown (lead by doctoral students from my courses), interactive web application development with shiny, and introductory machine learning. Conference presenters were from around the Pacific Northwest.

Peer review service

I serve on the editorial review board for Reading Research Quarterly and have served as an ad hoc reviewer for the following journals:

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Educational Researcher Journal of Special Education
American Educational Research Journal Remedial and Special Education
Educational Measurement: Issues and Practice Open Education Studies
Applied Psychological Measurement Studies in Educational Evaluation
Educational Assessment Language Testing