Century Analytics, Inc.
7224 South Garfield Street, Centennial, CO 80122
Ph.D. Developmental Psychology, University of Michigan, Ann Arbor, MI
M.A. Developmental Psychology, San Francisco State University, San Francisco, CA
Research methods: experimental design, cluster-randomized trials, and data collection
Educational measurement: test development, field test and item analysis, item calibration, inter-rater reliability, equating, differential item functioning, and early childhood assessment
Quantitative data analyses: hierarchical linear models, classical test theory, item response theory, factor analysis, discriminant analysis, structural equation modeling, and missing data imputation
Century Analytics, Inc., Centennial, Colorado
Small business providing technical and analytic consulting and subcontracting services in education and social science research. Expertise includes research design, statistics, data analysis, and reporting with an emphasis on cluster randomized trials, hierarchical linear models, and psychometrics. Psychometric services include instrument development, reliability and validity studies, inter-rater reliability analyses, scaling and equating, and technical reporting. Services also include detailed point-by-point recommendations to help improve research plans, proposals, or technical reports.
2005 – 2011 Principal Researcher
Mid-continent Research for Education and Learning, Denver, Colorado
Key responsibilities included serving as Principal Investigator for a cluster randomized trial of a formative assessment training program and Co-principal Investigator for a cluster randomized trial of a vocabulary intervention. Projects also included validations studies, analysis of student achievement data, and psychometric analyses. Served as internal and external consultant and technical reviewer for research methods, statistical analysis, and educational measurement and psychometrics. Responsibilities also included interpreting findings and preparing written reports and presentations for a variety of audiences.
2001 – 2005 Research Scientist/Senior Research Scientist
CTB/McGraw-Hill, Monterey, California
Successfully managed research efforts for large custom state assessment contracts, early childhood diagnostic assessments, and standardized tests of achievement and aptitude within the K-12 education environment. Responsible for sampling, data collection, test design and item selection, field test and item analysis, vertical scaling, inter-rater reliability, test linking, differential item functioning, and special research studies. Provided technical expertise to state education department personnel, state government officials, and test development staff regarding test design, item selection, scaling and equating, reliability and validity, and accountability. Represented research issues at customer meetings, technical advisory meetings, and political committee meetings. Responsible for designing and conducting special studies in support of customer requests, technical advisory committee requests, and overall validity and reliability of products and services. Produced research proposals, internal and external technical memos, design documents and research specifications, technical reports, conference presentations, and professional papers.
Investing in Innovations (i3) Technical Assistance Liaison, Century Analytics: July 2012 – Dec 2018. Contract to Abt Associates
Century Analytics serves as a technical assistance liaison and provides direct technical assistance to nine local evaluators conducting evaluations of i3-funded interventions. Technical assistance includes reviewing and providing feedback to local evaluators on evaluation designs, statistical analysis, and assessing and reporting on implementation fidelity. i3 technical assistance liaisons play a key role in communicating the scientific evidence criteria of the National Evaluation of i3 to the local evaluators and helping ensure the local evaluations meet these criteria.
REL Central Technical Working Group, Century Analytics: May 2012 – December 2016. Contract to Marzano Research Laboratory
Century Analytics provides technical assistance and consultation to the Regional Educational Laboratory (REL) Central funded by the Institute of Education Sciences (IES) of the US Department of Education. Technical assistance includes reviewing and providing technical feedback on research and analysis plans and technical reports prior to submission to IES to help ensure these plans and reports meet the criteria of IES. In direct support of a cluster randomized control trial estimating impact of a teacher mentoring intervention, Century Analytics provides technical assistance related to site recruiting, statistical power analysis, instrument selection, data collection, statistical analysis, attrition calculations, implementation fidelity assessment, and technical reporting.
REL Technical Quality Assurance Reviewer, Century Analytics: Jan 2012 - December 2016. Contract to Chesapeake Research Associates, LLC
Century Analytics provides technical quality assurance reviews and serves as a senior technical adviser to the Regional Education Labs for the Northeast, Mid-Atlantic, and Southwest Regions funded by the Institute of Education Sciences of the U.S. Department of Education. Technical quality assurance reviews include review of research and analysis plans and technical reports. Documents are reviewed against IES criteria for relevance, utility, technical rigor. All reviews include feedback on the strengths and weakness of reviewed materials and technical advice and suggestions to address weaknesses.
Impact Analysis for Correctional Education Association College of the Air Study, Century Analytics: April 2012 – June 2012. Contract to RMC Research Corporation, Denver
Provide analytic consulting and data analysis services for national study examining the impact of the Correctional Education Association College of the Air program on prison inmates’ academic achievement and postsecondary credit acquisition. Provide consultation for data cleaning and data management, develop data analysis plans, conduct multilevel impact analyses and multilevel analyses of mediation and moderation, and produce written reports of analyses and study findings.
Alignment study, Century Analytics: Nov 2011 – March 2012. Subcontract to Magnolia Consulting, LLC funded by Peterson’s
Principal investigator of this study to examine the alignment between Peterson’s online academic skills course (OASC) with the College Board AccuplacerTM placement test and with the Common Core standards in reading, language and math at grade 12.
Student Growth Percentiles, Century Analytics: June 2011 – July 2011. Subcontract to Seneca Consulting, LLC funded by the Jefferson County School District
Co-Principal investigator of this study to generate information about the technical aspects of constructing student growth percentiles for the Colorado Student Assessment Program reading scores at 3rd grade using kindergarten through 2nd grade scores on the Basic Early Assessment of Reading (BEAR).
Analysis and Recommendations for Georgia CLASS Keys, McREL: March 2011 – June 2011. Subcontract to University of West Georgia funded by the Georgia DoE
Co-Principal investigator of this secondary data analysis study to provide evidence in support the identification of a set of elements from the Georgia teacher evaluation system to use as a teacher effectiveness measure in support of Georgia’s Race to the Top grant.
Classroom Assessment for Student Learning, McREL: Jan 2006 – April 2011. Funded by the U.S. Department of Education, Contract #ED-06-CO-0023
Principal investigator for this cluster randomized trial of a professional development program in classroom assessment. The study was a 5-year effort to provide unbiased estimates of the impact of the program for enhancing teachers’ knowledge and skill in classroom assessment and for raising student motivation and achievement. This study used a sample of approximately 60 schools randomly assigned to either intervention or control conditions. Program impacts on teacher and student outcomes were estimated using multi-level analyses.
An Efficacy Trial of Robust Vocabulary Instruction, McREL: July 2008 – June 2011. Funded by the U.S. Department of Education National Center for Educational Research, Helen Apthorp, PI, Grant #R305A080627 ($2.3 million)
Co-Principal Investigator for this cluster randomized trial of a supplemental vocabulary program (Elements of Reading: Vocabulary) involving 48 high-poverty elementary schools in Florida. Key responsibilities include design and statistical analysis, power analyses, psychometric analyses, and report writing.
Validation study of Gesell Developmental Observation, McREL: June 2008 – November 2010. Funded by the Gesell Institute of Human Development
Principal Investigator for this project to provide technical consulting and statistical analysis to the Gesell Institute of Human Development regarding the development of new instruments for and the validation of the Gesell Developmental Observation (GDO). The GDO is an early childhood (pre-K to K) developmental screening assessment based on a standard procedure for direct observation of a child’s growth and development.
Comprehensive Assessment Program Review, McREL: August 2009 – March 2010. Funded by Department of Labor, Job Corps
Project lead for a review of assessments and development of recommendations to inform Job Corps’ development of a comprehensive assessment strategy. This project involved working closely with Job Corps to determine the scope and purpose of the assessment process, collecting and reviewing technical information and supporting materials, and analyzing off-the-shelf assessments for their alignment with Job Corps’ standards. The report documented findings of the analysis and provided recommendations regarding the adoption or development of assessments.
Georgia CRCT Erasure Study, McREL: March 2010. Funded by the Gainesville City Schools district
Provided a written review of the 2009 Spring Criterion-Referenced Competency Tests (CRCT) erasure study (conducted by CTB/McGraw-Hill) and its limitations, a review the results of the erasure study for Gainesville City Schools, and recommendations for the future to help minimize the likelihood of erroneous erasure results.
Technical Assistance to the Nebraska Department of Education, McREL: June 2008 – Dec 2009. Funded by the U.S. Department of Education , Contract #ED-06-CO-0023
Principal Investigator for project providing technical assistance to the Nebraska Department of Education Student Achievement Coordinator to monitor, report, and respond to the achievement gaps of English Language Learners, Free and reduced lunch, highly mobile, and special education students in accordance with legislative requirements. Technical assistance included recommendations for analytic approaches to identify districts with high and low achievement gaps, data analysis, and a technical reporting of achievement gaps while adhering to local non-disclosure legislation.
High School Dropout and Completion, Central Region, McREL: November 2006 – August 2008. Funded by the U.S. Department of Education, Contract #ED-06-CO-0023
Principal investigator for this study of dropout and high school graduation in the central region of the US (Colorado, Kansas, Missouri, Nebraska, North Dakota, South Dakota, and Wyoming). This study reported disaggregated dropout and high school graduation rates for the regions states using NCES data sources and methods.
Arizona Instrument to Measure Standards, CTB/McGraw-Hill: April 2004 – Oct 2005
Lead psychometrician responsible for all aspects of reliability, validity, test design, and test scaling for the state-wide NCLB tests in Reading, Writing, and Mathematics for Grades 3-8 and high school. Provided technical expertise and guidance to department of education staff, teachers, and government officials. Project work also included sample selection for special studies, field test analysis, differential item functioning, and inter-rater reliability studies. This project required the development of a vertical scale for Grades 3-8. The vertical scale was established by horizontally linking the 1-parameter logistic model AIMS test to a 3-parameter logistical model nationally standardized test via simultaneous calibration of an anchor test.
Fox in a Box: An Adventure in Literacy, CTB/McGraw-Hill: June 2002 – April 2004
Lead psychometrician for test design and development for an update of this diagnostic literacy assessment. Conducted field tests to inform item selection and test construction. Conducted validation studies to document the reliability and validity of the multiple test batteries. Evidence of concurrent validity was provided via linking study to a standardized test of reading comprehension. Evidence regarding predictive validity was provided via results from discriminant analysis and children’s performance on a standardized test of reading comprehension.
Investing in Innovations Fund (i3) program grant proposal reviewer, October, 2011
Institute of Education Sciences, What Works Clearinghouse peer reviewer, April 2010 – present
IES Research Training Institute: Cluster Randomized Trails, Vanderbilt University, June 18-June 29, 2007
Accessing and Analyzing National Databases in Education, AERA Conference Training, April 8-9, 2007
Early Childhood Surveys at the National Center for Education Statistics: The ECLS and NHES Programs, AERA Conference Training, April 11, 2006
Multilevel and Hierarchical Linear Modeling, AERA Conference Training, April 8, 2006
Dissertation Fellowship, Rackham School of Graduate Studies, University of Michigan, 2000-2001
Dissertation Grant, Psychology Department, University of Michigan, 2000
NICHD Predoctoral Training Fellowship, University of Michigan, 1996-1997 and 1998-1999
Randel, B., Apthorp, H., Beesley, A. D., Clark, T.F., & Wang, X. (in press). Impacts of Professional Development in Classroom Assessment on Teacher and Student Outcomes. Journal of Education Research.
Meyer, S. J., & Randel, B. (2013). The impact of an Associate’s degree program for Incarcerated students: A randomized trial of the Correctional Education Associations College of the Air program. Community College Review, 41(3), 223-248.
Randel, B., & Clark, T. (2013). Measuring Classroom Assessment Practice. In J. H. McMillan (Ed.), Sage Handbook of Research on Classroom Assessment. Thousand Oaks, CA: Sage.
Apthorp, H., Randel, B., Cherasaro, T., Clark, T., McKeown, M., Beck, I. L. (2012). Effects of a Supplemental Vocabulary Program on Word Knowledge and Passage Comprehension. Journal of Research on Educational Effectiveness, 5, 160-188.
Randel, B., Beesley, A. D., Apthorp, H., Clark, T.F., Wang, X., Cicchinelli, L. F., & Williams, J. M. (2011). Classroom Assessment for Student Learning: The impact on elementary school mathematics in the Central Region. (REL 2011-4005). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
Schneider, M. C., & Randel, B. (2010). Research on characteristics of effective professional development programs for enhancing educators’ skills in formative assessment. In H. L. Andrade & G. J. Cizek (Eds.), Handbook of Formative Assessment. New York: Routledge.
Randel, B., Moore, L., & Blair, P. (2008). High school dropout and graduation rates in the Central Region. (Issues & Answers Report, REL 2008–No. 040). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Central.
Fried, J. & Randel, B. (2005). Appropriate assessment of young children. CTB/McGraw-Hill position paper. Monterey, CA: CTB/McGraw-Hill.
Randel, B., Stevenson, H.W., & Witruk, E. (2000). Attitudes, beliefs, and mathematics achievement of German and Japanese high school students. International Journal of Behavioral Development, 24(2), 190-198.
Stevenson, H.W., Hofer, B. & Randel, B. (2000). Mathematics achievement and attitudes about math in China and the West. Journal of Psychology in Chinese Societies, 1, 1-16.
Stevenson, H. W., Hofer, B., & Randel, B. (2000). Middle childhood: Education and schooling. In A. E. Kazdin (Ed.) Encyclopedia of Psychology. New York: Oxford University Press.
Englert, K., & Randel, B. (2011). Technical report on student growth percentiles. Golden, CO: Seneca Consulting.
Haynes, L., Randel, B., Allen, J., Englert, K., Cherasaro, T., & Michaels, H. (2011). Analysis and recommendations for CLASS KeysSM power elements. Atlanta: Georgia Department of Education.
Clark, T. F., Randel, B., & Allen, J. (2010). McREL’s approach to assessment. McREL: Denver, CO.
Randel, B. (2010). Student achievement: A gap analysis of targeted subgroups’ performance across Nebraska. McREL: Denver, CO.
Randel, B. (2010). Georgia CRCT erasure study and Gainesville City Schools. McREL: Denver, CO.
Clark, T. F., Englert, K., Frazee, D., Shebby, S., & Randel, B. (2009). A McREL report prepared for Stupski Foundation’s Learning System: Assessment. McREL: Denver, CO.
Apthorp, H. S., Bordova, E., Randel, B., Clark, T., & Alsop, R. (2007). A Kindergarten – Grade 3 literacy audit for Guildford County Schools. McREL: Denver, CO.
Randel, B. (2006). North Dakota Reading First: Year 4 Evaluation Report. McREL: Denver, CO.
CTB/McGraw-Hill (2005). Arizona Instrument to Measure Standards Technical Report. Author.
CTB/McGraw-Hill (2005). Arizona linking study: Technical Report for Linking TerraNova to SAT/9. Author.
CTB/McGraw-Hill (2004). Fox in a Box: Technical Report 2 Grades K-3. Author.
CTB/McGraw-Hill (2003). InView Technical Report. Author.
Clark, T. F. & Randel, B. (2011, April). Three measures of formative assessment. Annual Meeting of the American Educational Research Association, New Orleans, LA.
Beesley, A. B., Randel, B., & Clark, T. F. (2011, April). Classroom Assessment for Student Learning: Impact on elementary school mathematics. Annual Meeting of the American Educational Research Association, New Orleans, LA.
Kim, D.I., Kim, J. N., Randel, B. (2011, April). Estimating Probability of Being Placed Into a Performance Level. A paper presented at the annual meeting of the American Education Research Association, New Orleans, LA.
Randel, B., Beesley, A. D., Wang, X., & Clark, T. F. (2011, March). Student and Teacher Impacts of Professional Development in Classroom Assessment for Student Learning. A poster presented at the 2011 Society for Research on Educational Effectiveness, Washington, DC.
Randel, B., Beesley, A. D., Wang, X., & Clark, T. F. (2010, June). Reliability and validity of a classroom artifact instrument as a measure of teacher assessment practice. A poster presented at the 2010 Institute for Education Sciences Research Conference, National Harbor, MD.
Clark, T. F., & Randel, B. (2009, April). Effective Professional Development in Classroom Assessment. In J. R. Flaitz (Chair), Formative Assessment in the Classroom: The Impact of Teacher Education and Professional Development. A symposium conducted at the annual meeting of the American Education Research Association, San Diego, CA.
French, B. F., Randel, B., & Finch, W. H. (2009, April). Measurement Sensitivity for Randomized Control Trials: When Differential Item Functioning Is a Good Thing. A poster presented annual meeting of the American Education Research Association, San Diego, CA.
Clemons, T., Clark, T. F., Randel, B., & Apthorp, H. (2008). Teacher knowledge of classroom assessment practices. A poster presented at the 2008 Institute for Education Sciences Research Conference, Washington, DC.
Clark, T. F., & Randel, B. (2008, March). Is the achievement gap narrowing? Longitudinal analysis of racial differences in reading achievement. In L. D. Robertson (Chair), Literacy assessment and longitudinal studies: Issues and outcomes. A symposium conducted at the annual meeting of the American Education Research Association, New York, NY.
Randel, B. (2008, March). Discussant in T. Siskind (Chair), Professional development programs in formative assessment: Do changes in teacher practice improve student achievement? Invited symposium conducted at the annual meeting of the National Council on Measurement in Education, New York, NY.
Randel, B., & Clark, T. F. (2007, November). Multilevel longitudinal modeling as a method for evaluating Reading First. In F. Newman (Chair), Applications of multilevel longitudinal analysis. A symposium conducted at the annual meeting of the American Evaluation Association, Baltimore, MD.
Randel, B., Moore, L., & Blair, P. (2007, June). Dropout and completion rates in the Central Region: Issues and Challenges. A poster presented at the 2007 Institute for Education Sciences Research Conference, Washington, DC.
Randel, B., Barrett, M., & Choi, S. (2006, April). Establishing DIF on single-prompt writing assessment: In search of appropriate external criteria. In B. G. Rogers (Chair), Differential item/person functioning. A symposium conducted at the annual meeting of the American Education Research Association, San Francisco, CA.
Barrett, M., Choi, S., & Randel, B. (2006, April). Calibrating a single-prompt writing test: An investigation of Rasch polytomous model behavior. In G. E. Stone (Chair), The Rasch model applied to polytomous data. A symposium conducted at the annual meeting of the American Education Research Association, San Francisco, CA.
Randel, B., Blair, P., & Kim, D. I. (2005, October). Arizona linking study: Linking TerraNova to SAT/9. Plenary Session at the annual meeting of the Arizona Educational Research Organization, Phoenix, AZ.
Sotaridona, L., Barrett, M., Choi, S., Um, K., Randel, B., & Kim, D.I. (2005, June). Incorporating person fit analysis into the assessment framework using IRT. A paper presented at the annual national conference on Large-scale Assessment, San Antonio, TX.
Randel, B., Chen, L.S., & Kim, D.I. (2004, April). Linking a diagnostic literacy assessment to a standardized test of reading. In M. Pitoniak (Chair), Joining cognition and assessment. A symposium conducted at the annual meeting of the American Education Research Association, San Diego, CA.
Randel, B., & Fried, J. (2004, April). Proficiency in reading comprehension: Implications of Reading First at Grade 3. In M. Chambliss (Chair), Multiple perspectives on reading comprehension. A symposium conducted at the annual meeting of the American Education Research Association, San Diego, CA.
Kim, D.I., Lee, G., Tomkowicz, J., & Randel, B. (2004, April). Linking a short selected-response test to a test with mixed-response items using five linking procedures. In S. Tay-Lim (Chair), Equating. A symposium conducted at the annual meeting of the American Education Research Association, San Diego, CA.
Randel, B. (2003, April). Comparing upward and horizontal educational attainment: A discriminant function analysis. A paper presented at the annual meeting of the American Education Research Association, Chicago, IL.
Randel, B. (1999, April). Attitudes, beliefs, and mathematics achievement of German and Japanese high school students. A poster presented at the Biennial meeting of the Society for Research in Child Development, Albuquerque, NM.
Randel, B. (1998, June). Cultural values support engagement in school. In C. Kinney (Chair), Getting on Track: Cross-national research on student engagement in school. A symposium conducted at the Convention for the Society for the Psychological Study of Social Issues, Ann Arbor, MI.
Randel, B. (1998, February). Culture as moderator of motivation and achievement. A poster presented at the Seventh Biennial meeting of the Society for Research on Adolescence, San Diego, CA.