Faculty Profiles

Stephen W. RaudenbushStephen W. Raudenbush

Lewis-Sebring Distinguished Service Professor, Department of Sociology, the College, and the Harris School of Public Policy Studies; Chair, Committee on Education
B.A. Harvard University, 1968
Ed.M. Harvard University, 1980
Ed.D. Harvard University, 1984

Office: Social Sciences 416-418
Phone: 773-834-1904
Email: sraudenb@uchicago.edu
CV: Curriculum Vita
Homepage: http://home.uchicago.edu/sraudenb

Stephen Raudenbush is the Lewis-Sebring Distinguished Service Professor in the Department of Sociology, the College and the Harris School of Public Policy Studies and Chairman of the Committee on Education at the University of Chicago.

He is interested in statistical models for child and youth development within social settings such as classrooms, schools, and neighborhoods. He is best known for his work developing hierarchical linear models, with broad applications in the design and analysis of longitudinal and multilevel research. he is currently studying the development of literacy and math skills in early childhood with implications for instruction; and methods for assessing school and classroom quality. He is a member of the National Academy of Sciences, the American Academy of Arts and Sciences the recipient of the American Educational Research Association award for Distinguished Contributions to Educational Research.

Research Interests

Education, Social Theory, Inequality, Urban Sociology, Family, Neighborhood, School, Classroom, Early and Middle Childhood, Adolescence, Causal Inference, Educational Disparities

Selected Publications

Reardon, S. F., and Raudenbush S. W. (in press) Under what assumptions do multi-site instrumental variables identify average causal effects? To appear in Sociological Methods and Research.

Hong, G., and Raudenbush, S. W. (in press). Heterogeneous agents, social interactions, and causal inference. In Morgan, S. (Ed.) Handbook of Causal Analysis for Social Research. Chapter 16. Springer 2012

Savitz-Verbitsky, N. and Raudenbush, S.W. (2012). Causal inference under interference in spatial settings: A case study evaluating community policing program in Chicago. Epidemiologic Methods. Vol. 1, Issue 1, pp 107 – 130. (Online) 2161-962X, DOI: 10.1515/2161-962X.1020

Raudenbush, S.W., Reardon, S. and Nomi, T. (2012). Statistical analysis for multi-site trials using instrumental variables. Journal of Research and Educational Effectiveness. Vol. 5, pp 303 – 332, (Online) DOI: 10.1080/19345747.2012.689610

Shin, Y., & Raudenbush, S. W. (2012). Confidence bounds and power for the reliability of observational measures on the quality of a social setting. Psychometrika. Vol. 77, No. 3, 543–560 DOI: 10.1007/S11336-012-9266-4

Rowe, M.L., Raudenbush, S.W., Goldin-Meadow, S. (2012). The pace of vocabulary growth helps predict later vocabulary skill. Child Development. Volume 83, Number 2, Pages 508- 525.

Raudenbush, S. W. (2012). Can School Improvement Reduce Racial Inequality? In Tate, W.F. (Ed.), Research on Schools, Neighborhoods, and Communities: Toward Civic Responsibility. (pp 233- 248) Lanham, MD: Rowman & Littlefield.

Will-Burdick, J., Ludwig, J., Raudenbush, S.W., Sampson, R. J., Sanbonmatsu, L., and Sharkey, P., (2011) Converging Evidence for Neighborhood Effects on Children's Test Scores: An Experimental, Quasi-Experimental, and Observational Comparison. In Whither Opportunity? Rising Inequality Schools, and Children's Life Chances. (pp 255-276). Greg J. Duncan and Richard J. Murnane. (Eds.) New York, NY: Russell Sage Foundation.

Raudenbush, S. W., Jean, Marshall, and Emily Art. (2011) Year-by-Year Cumulative Impacts of Attending a High-Mobility Elementary School on Children's Mathematics Achievement in Chicago, 1995 – 2005. In Whither Opportunity? Rising Inequality Schools, and Children's Life Chances. (pp 359-375). Greg J. Duncan and Richard J. Murnane. (Eds.) New York, NY: Russell Sage Foundation.

Shin, Y., & Raudenbush, S.W. (2011). The causal effect of class size on academic achievement: multivariate instrumental variable estimators with data missing at random. Journal of Educational and Behavioral Statistics. Vol. 34, No. 2, pp154-185

Raudenbush, S.W. (2011). Connecting Developmental Science to Educational Policy by Studying Classroom Instruction. In Stein, N.L. and Raudenbush, S.W. (Eds.) Developmental Science Goes to School. Chapter 21, pp 314-331. New York: Routledge.

Raudenbush, S.W., (2009). The Brown Legacy and the O'Connor challenge: Can school improvement reduce racial inequality? Educational Researcher, Vol. 38, No. 3, pp 169-180.

Raudenbush, S.W., & Sadoff, S. (2008). Statistical inference when classroom quality is measured with error. Journal of Research on Educational Effectiveness, 1(2), 138-154.

Books

Stein, N.L., and Raudenbush, S.W. (2011). Developmental Cognitive Science Goes to School. (Eds.) New York: Routledge.

Raudenbush, S.W. and Bryk, A.S. (2002). Hierarchical Linear Models (Second Edition). Thousand Oaks: Sage Publications. 

Bryk, A.S., & Raudenbush, S.W. (1992). Hierarchical Linear Models in Social and Behavioral Research: Applications and Data Analysis Methods (First Edition). Newbury Park, CA: Sage Publications. 

Raudenbush, S.W., & Willms, J.D. (l991). Schools, Classrooms, and Pupils: International Studies of Schooling from a Multilevel Perspective. (Eds.) San Diego: Academic Press.