2010 - Present

Modeling Longitudinal Effects of Computer Science Course Taking on Post-Secondary Outcomes study examines the effects of Advanced Placement Computer Science course taking on students’ academic careers. Two large school districts in the United States (89 high schools and 28,453 graduates) partnered with Code.org to receive computer science teacher training in order to enhance Advanced Placement Computer Science course taking among their students. Using a path analytic modeling approach, this study provides estimates of the impact of taking an Advanced Placement Computer Science course (Advanced Placement-Computer Science A) on students’ post-secondary outcomes, such as college enrollment, college persistence, and degree attainment, controlling for various student characteristics, including academic achievement. 
Brown, E. & Brown, R. (2022)
West Coast Analytics

The Effect of Advanced Placement Computer Science Course Taking on College Enrollment study examines the effects of Advanced Placement Computer Science course taking on students’ academic careers. Two large school districts in the United States (89 high schools and 59,592 graduates over two years) partnered with Code.org to pilot and implement a new computer science AP course called AP Computer Science: Principles to complement existing computer science offerings. This study provides estimates of the impact of AP Computer Science course taking on students’ college enrollment, relative to students not participating in the program from the same schools, controlling for student academic achievement and background characteristics.
Brown, E. & Brown, R. (2020)
West Coast Analytics

The Influence of Students’ Self-Perceptions and Mathematics Experiences on Learning More Mathematics in the Future study explores the relationships among students’ perceived learning opportunities in school mathematics, their perceptions of self in mathematics, and their desire to learn more mathematics in the future. Data included student survey responses from eighth and tenth grade students from a state in the Southeast region of the United States. Students were surveyed in the fall (n = 299) and spring (n = 310). The same analyses were replicated at each time point. Results were consistent at each time point and showed that students’ desire to learn more mathematics in the future was a function not only of the extent to which they had classroom opportunities, but also whether they developed positive perceptions of themselves in mathematics. This has notable implications for teachers because teachers influence both school mathematics activities and students’ sense of self as a mathematics learner.
Shih, Ing, Phelan, Brown, & Maiorca (2019)
​Investigations in Mathematics Learning

Estimating the Causal Effect of Code.org Teacher Training Program on Advanced Placement Outcomes research report employs a potential outcomes modeling approach to the Advanced Placement (AP) Computer Science Principles test taking and qualifying score earned for a recent cohort of schools compared to a matched group of comparison schools. This study provides evidence of a teacher training program that is having a significant and important impact on preparing more students to succeed in computer science and improve the future of computer science education in this country.
Brown, E. & Brown, R, (2019)
West Coast Analytics

Identifying Students’ Expectancy-Value Beliefs: A Latent Class Analysis Approach to Analyzing Middle School Students’ Science Self-Perceptions extends current research by organizing information about students’ expectancy-value achievement motivation, in a way that helps parents and teachers identify specific entry points to encourage and support students’ science aspirations. This study uses latent class analysis to describe underlying differences in ability beliefs, task values and links these science-self-perceptions to interest in science. Findings suggest that there is a positive relationship between students’ science self-perceptions and interest in science. The relationship between self-perceptions and interest in science was similar regardless of gender or ethnicity.  These results underscore the importance of preparing teachers to foster student desire to learn more science in the future. In organizing the data using this particular methodology, information is provided in a potentially powerful way to target specific interventions or support.
Phelan, Ing, Nylund-Gibson, & Brown (2017)
Journal of STEM Education 

ALSDE/A+ College Ready LTF Teacher Implementation Evaluation Study measured the impact and success of the NMSI Laying the Foundation (LTF) professional development program (the LTF infused curricula and teaching strategies) on Alabama student academic success in a matched set of treatment and control schools. The implementation study included teacher surveys, logs and observations to gain insight into teacher use and perceptions of the LTF lessons as well as teacher feedback on program efficacy. Student level ACT/Aspire data for the 2015-1016 academic year for each comparison and treatment school served as the primary outcome variable to measure change in student achievement.
Brown, R., Phelan, J. (2017)
National Math + Science Initiative

Student English Self Perceptions: Summary of Survey Responses from the Laying the Foundation Program study (2016-001) describes the continued collaboration between the Alabama State Department of Education (ALSDE), the National Math + Science Initiative (NMSI) and A+ College Ready to assess the impact of Laying The Foundation-infused courses on student achievement as measured by ACT’s ASPIRE assessments. This study explored English self- perceptions of eighth and tenth graders enrolled in English. Teachers of these students participated in the Laying the Foundation (LTF) professional development program. Findings are consistent with other research which suggests that there is a relationship between student self- perceptions and interest in English.
Phelan, J., Ing, M. (2016)
National Math + Science Initiative

Student Math Self Perceptions: Summary of Survey Responses from the Laying the Foundation Program study (2016-002) describes the continued collaboration between the Alabama State Department of Education (ALSDE), the National Math + Science Initiative (NMSI) and A+ College Ready to assess the impact of Laying The Foundation-infused courses on student achievement as measured by ACT’s ASPIRE assessments. This study explored math self- perceptions of eighth and tenth graders enrolled in Algebra I or Algebra II. Teachers of these students participated in the Laying the Foundation (LTF) professional development program. Findings are consistent with other research which suggests that there is a relationship between student self-perceptions and interest in math.
Phelan, J., Ing, M. (2016) 
National Math + Science Initiative

Student Science Self Perceptions: Summary of Survey Responses from the Laying the Foundation Program study (2016-003) describes the continued collaboration between the Alabama State Department of Education (ALSDE), the National Math + Science Initiative (NMSI) and A+ College Ready to assess the impact of Laying The Foundation-infused courses on student achievement as measured by ACT’s ASPIRE assessments. This study explored science self- perceptions of eighth graders enrolled in physical science. Teachers of these students participated in the Laying the Foundation (LTF) professional development program. Findings are consistent with other research which suggests that there is a relationship between student self- perceptions and interest in science.
Phelan, J., Ing, M., Nylund-Gibson, K. (2016)
National Math + Science Initiative

Identifying Students’ Expectancy-Value Beliefs: A Latent Class Analysis Approach to Analyzing Middle School Students’ Science Self Perceptions study (2016-004) provides results that underscore the importance of preparing teachers to foster student desire to learn more science in the future. This study uses latent class analysis to describe underlying differences in ability beliefs and task values and links these science-self-perceptions to interest in science. In organizing the data using this particular methodology, information is provided in a potentially powerful way to target specific interventions or support. 
Brown, R., Ing, M., Phelan, J., Nylund-Gibson, K. (2016)
National Math + Science Initiative

An Analysis of NMSI UTeach Replication Site Recruitment, Retention, Completion and Associated Student Factors report (2016-005) provides an analysis of UTeach replication site performance in terms of recruitment of students into the program, as well as retention of those students throughout the UTeach program. 
Brown, R., Phelan, J., Miller, L. (2016)
National Math + Science Initiative 

The Influence of Students’ Self-Perceptions and Mathematics Experiences on Learning More Mathematics in the Future study (2016-006) explores the relationships among students’ perceived learning opportunities in school mathematics, their perceptions of self in mathematics, and their desire to learn more mathematics in the future. 
​Brown, R., Shih, J., Ing, M., Phelan, J. (2016)
National Math + Science Initiative 

The Effectiveness of The National Math + Science Initiative’s College Readiness Program summary (2016) provides data across studies that the College Readiness Program (CRP) is associated with increased percentages of high school students taking AP exams and increased percentages of students earning qualifying scores on these exams, particularly in math, science, and English. This report briefly reviews a set of four research efforts that demonstrate these effects.
Brown, R. (2016)
National Math + Science Initiative

Findings on Sustainability of CRP in Colorado and Indiana memorandum (2016) summarizes American Institute of Research (AIR’s) findings from telephone interviews with school personnel in Colorado and Indiana. These schools received funds under a U.S. Department of Education i3 validation grant to implement NMSI’s College Readiness Program (CRP), previously referred to as the Advanced Placement Training and Incentive Program. AIR conducted these interviews in May and June of 2016 to collect information on how the program was implemented in these schools, to learn what parts of the program were considered most valuable, and to determine how schools plan to continue program activities as grant funding ends.
Sherman, D., Darwin, M., Taylor, S., Lundeen, J. (2016)
American Institutes for Research

Measuring the Causal Effect of the National Math + Science Initiative’s College Readiness Program (2015) study provides evidence of the effectiveness of a College Readiness Program on Advaced Placement test taking that is having a significant and important impact on preparing more students to succeed in math and science careers and improve the future of math and science education in this country.
Brown, R, & Choi, K. (2015)
Los Angeles: University of California, Center for Research on Evaluation, Standards, and Student Testing

​Sampling International Encyclopedia of Education 3rd Edition (2010) provides readers with an overview of sampling for research purposes. This paper discusses the importance of sampling, as well as an overview of various sampling designs, including the proper terms and definitions. 
Brown, R. (2010) 
Edited by Eva Baker, Penelope Peterson and Barry McGaw, Elsevier, 143-146. 

Trends in Advanced Placement Mathematics and Science Test-Taking Among Female Students in California: A Latent Variable Approach (2010) was a study conducted to measure and assess student participation and performance. This study aimed to examine at what rates males and females participated in Advanced Placement Math and Science courses, as well as their performance on Advanced Placement tests in math and science. The results of the study indicate that even though more females are participating in Advanced Placement math and science courses than males, they are not scoring as well on the Advanced Placement tests as their male counterparts. These results highlight the performance gap in Advanced Placement tests, and how this gap can be an obstacle for females as they prepare to enter college.
Campbell, M., Brown, R. & Perry, E.  (2010)
Electronic Journal of Science Education, 13(2)

Measuring the Alignment of High School and Community College Math Assessments (2010) was a study to examine mandatory tests taken by California high school students and entrance expectations of California Community Colleges. It was designed to investigate how well aligned high school and college expectations were to provide data and insight on which California high school math standards prepare students to successfully pass college level math placement exams to avoid remediation. The results of this study indicate that in California the majority of tests taken by high school students are not aligned with the content and entrance expectations of the California Community College Placement tests. This study provides important information on areas of misalignment between the two testing systems. 
Shelton, A. & Brown, R. (2010)
Journal of Applied Research in Community College 18(1), 6-15

Validating the BASC-TRS for Use With Children and Adolescents With an Educational Diagnosis of Autism (2010) was a study done to examine utility of the BASC-TRS for the assessment of higher functioning children with an educational diagnosis. The results of this study suggest that the BASC-TRS discriminates between those students with an educational diagnosis of autism and their nondisabled peers. This study provides insightful information about the BASC-TRS, as the results also suggest that the BASC-TRS is a useful tool when assessing children with autism. 
Hass, M., Brown, R., Brady, J., & Bohem, D.  (2010)
Remedial and Special Education


More publications will be posted soon....

2000 - 2009

Investigation of the Validity of Placement Exams Used by the College of the Canyons.  (Technical report). 
Niemi, D. M. & Brown, R. S.  (2000). 
Los Angeles, CA: Author.

Student assessment and student achievement in the California public school system  
Herman, J. L., Brown, R. S., & Baker, E. L. (2000).  
In Crucial Issues in California Education 2000. 
Berkeley, CA: Policy Analysis for California Education

An investigation into the validity of the Chicago Academic Standards Examinations for use in promotion/retention or pass/fail decisions. (CSE Technical Report). 
Brown, R. S., Ing, M., & Kim, M.  (2000a). 
University of California, National Center for Research on Evaluation, Standards, and Student Testing.  Los Angeles, CA.

Technical review of CASE semester 1 and semester 2 field test data 1998-1999.  (CSE Technical Report to The MacArthur Foundation). 
Brown, R. S., Ing, M., & Kim, M.  (2000b). 
Los Angeles, CA: University of California, National Center for Research on Evaluation, Standards, and Student Testing.

The interpretability of graphical school report cards
Brown, R. & Ing., M.  (2002). 
University of California, National Center for Research on Evaluation, Standards, and Student Testing.  Los Angeles, CA.

Performance assessment
Baker, E. L., & Brown, R. S. (2002)
In R. Fernandez-Ballesteros (Ed.), Encyclopedia of psychological assessment. London: Sage.  

Correcting for Person Misfit in Aggregated Score Reporting  
Brown, R. S. & Villarreal, J.  (2003)
Scantron Research Report #03-11-1.

Exploring sustained improvement in low performing schools. 
Brown, R. & Ing. M.  (2003)
Policy Analysis for California Education.  Berkeley, CA

NITC Psychometric Analysis Project Final Report
Brown, R. S.  (2003)
National Inspection, Testing, and Certification Technical Report.  April 2003.

Changes in Advanced Placement Test taking in California 1998-2003 
(Draft deliverable to UC All Campus Consortium On Research for Diversity)
Brown, R. (2004)
Los Angeles, CA: University of California, UC ACCORD).

National ITC Test Certification Report: Review of Test Performance Data
Brown, R. (2005)
October 2005

NITC Psychometric Analysis of Medical Gas Certification Exams
Brown, R. (2006)
December 2006

Using latent class analysis to set academic performance standards.
Brown, R. (2007a)
Educational Assessment 12(3&4), 283-301.  

Analysis of what constitutes proficiency on Colorado math assessments grades 3-5.  
Brown, R. (2007b)
Technical report for West Coast Analytics.  Irvine, CA.  May.  

Charter School Indicators
Brown, R.S., Cohen R.J., Hentschke, G.C., Kuzin, C.A., Liu, S., Santiago, D.A., Wohlstetter, P. (2007)
University of Southern California, Center for Educational Governance.  Los Angeles, CA.

Comparing state high school assessments to standards for success in entry-level university courses.
Brown, R. & Conley, D.  (2007)
Educational Assessment, 12(2), 137-160

The predictive validity of selected benchmark assessments used in the Mid-Atlantic Region 
(Issues & Answers Report, REL 2007–No. 017)
Brown, R. S., & E. Coughlin. (2007)
Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Mid-Atlantic.

Investigating the alignment of high school and community college tests in California  
Brown, R., & Niemi, D.  (2007)
Technical Report #07-3 for the National Center for Public Policy and Higher Education.  San Jose, CA.  May. 

The instructional management system: A vehicle to higher academic achievement 
Brown, R., Lemke, C., & Millwood, K. (2007)
Technical report commissioned by the Philadelphia Department of Education and The Metiri Group.
Philadelphia, PA.  January 2007

Correcting for person misfit in aggregated score reporting.
Brown, R. & Villarreal, J.  (2007)
International Journal of Testing 7(1), 1-25

Developing an Indicator System for Schools of Choice: A Balanced Scorecard Approach
Brown, R., Wohlstetter, P., & Liu, L. (2008)
Journal of School Choice, 2(4), 392-414

An investigation of the impacts of teacher-driven professional development on pedagogy and student learning.
Colbert, J., Brown, R., Choi, S., & Thomas, S.(2008) 
Teacher Education Quarterly, 35(2)

First-Grade Basic Facts:  An Investigation into Teaching and Learning of an Accelerated, High-Demand Memorization Standard.
Henry, V. & Brown, R.  (2008)
Journal of Research in Mathematics Education, 39(2), 153-183

Trends in Math and Science Preparation for Minority Students
Brown, R., & Campbell, M. (2009)
Journal of Hispanic Higher Education, 8(2), 225-241

Content Alignment of High School and Community College Assessments 
Brown, R., & Niemi, D. (2009)
Journal of Applied Research in Community College, 16(2), 109-118

1990-1999

Brown, R. S., & Schneer, J. A.  (1990). The effects of conflict handling styles on perceptions in decision making groups.  Annual Proceedings of Decision Science Institute, pp. 1009-1012.

Brown, R. S., & Lees-Haley, P. R.  (1992). Fear of future illness, chemical AIDS, and cancerphobia: A review. Psychological Reports, 71, 187-207. 

Jussim, L., Soffin, S., Brown, R., Ley, J., & Kohlhepp, K.  (1992). Understanding reactions to feedback by integrating ideas from symbolic interactionism and cognitive evaluation theory.  Journal of Personality and Social Psychology, 62, 402-421. 

Lees-Haley, P. R., & Brown, R. S.  (1992). Biases in perception and reporting following a perceived toxic exposure.  Perceptual and Motor Skills, 75, 531-544. 

 Brown, R. S., Williams, C. W., & Lees-Haley, P. R.  (1993). The effect of hindsight bias on fear of future illness.  Environment and Behavior, 25 (5), 577-585. 

Lees-Haley, P. R., & Brown, R. S.  (1993a). Evaluating the risks of indoor air pollution.  Risk Management, June, pp. 14-22. 

Lees-Haley, P. R., & Brown, R. S. (1993b).  Of Law and Medicine.  Defense Counsel Journal, 60 (3), 443-447.  

Lees-Haley, P. R., & Brown, R. S.  (1993c). Pseudo-psychology and fear of injury.  Best's Review, Property and Casualty Edition, 93 (12), 54, 78.

Lees-Haley, P. R., & Brown, R. S.  (1993d). Neuropsychological complaint base rates of 170 personal injury claimants.  Archives of Clinical Neuropsychology, 8, 203-209.

Lees-Haley, P. R., Williams, C. W., & Brown, R. S.  (1993). The Barnum effect and personal injury litigation.  American Journal of Forensic Psychology, 11 (2), 21-28.  

Williams, C. W., Lees-Haley, P. R., & Brown, R. S.  (1993a). Perceived toxic exposure: Potential contributions of psychological research on counterfactual thinking, hindsight bias, and attribution theory.  Proceedings of the International Congress on the Health Effects of Hazardous Waste.

Williams, C. W., Lees-Haley, P. R., & Brown, R. S.  (1993b). Human response to traumatic events: An integration of counterfactual thinking, hindsight bias, and attribution theory.  Psychological Reports, 72, 483-494.  

Brown, R. S., Lees-Haley, C. L., & Lees-Haley, P. R.  (1994).  Fear of future illness.  In Courtroom Medicine --Psychic Injuries.  Vol. 12A.  Matthew Bender: New York.

Brown, R. S., Williams, C. W., & Lees-Haley, P. R. (1994).  The effects of hindsight bias and causal attribution on human responses to environmental events.  Journal of Applied Social Psychology, 24, 8, 661-674.

 Grillo, J., Brown, R. S., Hilsabeck, R., Price, R., & Lees-Haley, P. R.  (1994). Raising doubts about claims of malingering: Implications of relationships between MCMI-II and MMPI-2 performances.  Journal of Clinical Psychology, 50, (4), 651-655. 

Dunn, J. T., Lees-Haley, P. R., Brown, R. S., Williams, C. W., & English, L.T. (1995).  Neurotoxic complaint base rates of personal injury claimants: Implications for neuropsychological assessment.  Journal of Clinical Psychology, 51 (4), 577-584.

O'Neil, H. F., Jr., Chung, G. K., & Brown, R. S.  (1995). Measurement of teamwork processes using computer simulation. (CSE Technical Report).  Los Angeles, CA: University of California, National Center for Research on Evaluation, Standards, and Student Testing. 

Williams, C. W., Brown, R. S., Lees-Haley, P. R., & Price, R. J.  (1995). An attribution (causal dimensional) analysis of perceptions of sexual harassment.  Journal of Applied Social Psychology, 25(13), 1169-1183.  

O'Neil, H. F., Jr., Chung, G. K., & Brown, R. S. (1997).  Use of networked simulations as a context to measure team competencies.  In Workforce Readiness: Competencies and Assessment, Harold F. O'Neil, Jr. (Ed.).  Hillsdale, NJ: Erlbaum.  

O’Neil, H. F., Jr., & Brown, R. S. (1998).  Differential effects of question formats in math assessment on metacognition and affect.   Applied Measurement in Education, 11(4), 331-349. 

Brown, R. S.  (1999). Creating school accountability reports.  The School Administrator.  November, 12-17. 

Chung, G. K. W. K., O’Neil, H. F., Jr., & Brown, R. S. (1999). Software documentation of the computer simulation used for the measurement of teamwork processes. (Draft deliverable to OERI). Los Angeles: University of California, National Center for Research on Evaluation, Standards, and Student Testing (CRESST).  

Niemi, D., Brown, R. S., Baker, E. L., & Linn, R. L.  (1999). Report and recommendations regarding the Chicago Public Schools Assessment Initiative. (CSE Technical Report to The MacArthur Foundation).  Los Angeles, CA: University of California, National Center for Research on Evaluation, Standards, and Student Testing.


More publications will be posted soon....