Larry Hedges, Ph.D.
Professor Hedges is a member of the following associations: the American Educational Research Association, the American Psychological Association, the National Academy of Education, the Society of Multivariate Experimental Psychology, the American Statistical Association, and the American Evaluation Association. He also has gained considerable editorial experience in the last seventeen years having been either an editor or an editorial board member of such journals as Psychological Method, Review of Educational Research, and Evaluation Studies Review Annual, to name a few. His primary research interests are the application of statistical methods to problems in education, the social sciences, and policy studies, particularly the combination of results of replicated empirical research studies (meta-analysis), statistical models in cognitive science, and educational and psychological measurement.
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Research Interests Some of his research specifically investigates the social distribution of cognitive ability and academic achievement. His work involves examining the impact of both stable characteristics of individuals (e.g., gender, race, ethnicity, social class) and alterable characteristics of their environments (e.g., class size, teacher qualifications, school environment) in the development of cognitive abilities and academic achievement. Currently, he is engaged in a project to combine evidence from several large scale studies of academic achievement to understand when differences emerge and how they change over time. This research provides important information about how our educational system is functioning and how to improve it.
Recent Publications Linde, K., Clausius, N., Ramirez, G., Melchart, D., Eitel, F., Hedges, L.V. & Jonas, W.B. (1998). Overviews and meta-analyses of controlled clinical trials of homeopathy. In E. Ernst and E. G. Hahn (Eds.), Homeopathy: A Critical Appraisal. Oxford: Butterworth-Heinemann. pps. 101-106. Hedges, L.V. (1998). Study quality control in meta-analysis. Pain Forum, 7, 98-99. Hedges, L.V. (1998). Bayesian approaches to meta-analysis. In Be. Everitt & G. Dunn (Eds.) Recent Advances in the Statistical Analysis of Medical Data. London: Edward Arnold, pps 101-106. Hedges, L.V. & Nowell, A. (1998). Are the Black-White differences in test scores narrowing? In C. Jencks and M. Phillips (Eds.), The Black White test score gap. Washington D.C.: The Brookings Institution, pps. 254-281. Nowell, A. & Hedges, L.V. (1998). Trends in gender differences in academic achievement from 1960 to 1994: An analysis of differences in mean, variance and extreme scores. Sex Roles, 39, 21-43. Hedges, L.V. & Vevea, J.L. (1998). Fixed and random effects models in meta-analysis. Psychological Method, 3, 486-504. Borman, G., D'Agostino, G.V., Wong, K.K. & Hedges, L.V. (1998). Longitudinal achievement and Chapter I students: Preliminary evidence from the Prospects study. Journal of Education for Students Placed At Risk, 3, 363-399. D'Agostino, G.V., Borman, G., Hedges, L.V. & Wong, K.K. (1998). Longitudinal achievement and Chapter I coordination in high poverty schools: A multilevel analysis of the Prospects data. Journal of Education for Students Placed at Risk, 3, 401-420. Hedges, L.V., Gurevitch, J. & Curtis, P. (1999). The meta-analysis of response ratios in experimental ecology. Ecology, 80, 1150-1156. Hedges, L.V. & Nowell, A. (1999). Changes in the Black-White gap in achievement test scores: The evidence from nationally representative samples. Sociology of Education, 72, 111-135. Gurevitch, J. & Hedges, L.V. (1999). Statistical issues in ecological meta-analysis. Ecology, 80, 1142-1149. Nye, B., Hedges, L.V., & Konstantopoulos, S. (1999). The long term effects of small classes: A five year follow-up of the Tennessee class size experiment. Educational Evaluation and Policy Analysis, 21, 127-142. Hedges, L.V. (1999). Meta-anaysis. In A.E. Kazdin (Ed.) Encyclopedia of Psychology. Washington, DC: American Psychological Association. Nye, B., Hedges, L.V. & Konstantopoulos, S. (2000). The effects of small classes on achievement: The results of the Tennessee class size experiment. American Educational Research Journal, 37, 123-151. Huttenlocher, J., Hedges, L.V. & Vevea, J.L. (2000). Why do categories affect stimulus judgment? Journal of Experimental Psychology: General, 129, 1-22. Gurevitch, J. Morrison, J.A. & Hedges, L.V. (2000). The interaction between competition and predition: A meta-analysis of field experiments. American Naturalist, 155, 435-453. Hedges, L.V. (2000). Using converging evidence in policy formation: The case of class size research. Evaluation & Research in Education, 14(3-4), 193-205. Nye, B., Hedges, L.V., & Konstantopoulos, S. (2001). The long term effects of small classes in early grades: Lasting benefits in mathematics achievement at grade nine. The Journal of Experimental Education, 69(2), 181-199. Chalmers, I., Hedges, L.V., & Cooper, H. (2002). A brief history of research synthesis. Evaluation& the Health Professions, 25(1), 12-37. Hedges, L.V., Johnson, W., Semaan, S., & Sogolow, E. (2002). A protocol for the analytical aspects of a systematic review of HIV prevention research. Journal of Acquired Immune Deficiency Syndromes, 30, S8-14. Mullen, P.D., Ramirez, G., Strouse, D., Hedges, L.V., & Sogolow, E. (2002). Meta-analysis of the effects of behavioral HIV prevention interventions on teh sexual risk behavior of sexually experienced adolescents in US controlled studies. Journal of Acquired Immune Deficiency Syndromes, 30, S94-105. Johnson, W., Seeman, S., Hedges, L.V., Ramirez, G., Mullen, P.D., & Sogolow, E. (2002). A protocol for the analytical aspects of a systematic review of HIV prevention research. Journal of Acquired Immune Deficiency Syndromes, 30, S62-72. Johnson, W., Hedges, L.V., Ramirez, G., Seeman, S., Norman, L., Sogolow, E., Sweat, M., & Diaz, M. (2002). HIV prevention research for men who have sex with men: A systematic review and meta-analysis. Journal of Acquired Immune Deficiency Syndromes, 30, S118-130. Neuman, M.S., Johnson, W.D., Semaan, S., Flores, S.A., Peersman, G., Hedges, L.V., & Sogolow, E.D. (2002). Review and meta-analysis of HIV prevention intervention research for heterosexual adult population in the United States. Journal of Acquired Immune Deficiency Syndromes, 30, S106-117. Semaan, S., DesJarlais, D., Sogolow, E., Johnson, W., Hedges, L.,
Ramirez, G., Flores, S., Norman, L., Sweat, M., & Needle, R.
(2002). A meta-analysis of the effect of HIV prevention programs
on the sex behaviors of drug users in the United States. Journal
of Acquired Immune Deficiency Syndromes, 30, S73-93.
Nye, B., Hedges, L.V., & Konstantopoulos, S. (2002). Do
low achieving students benefit more from small classes? Evidence
from the Tennessee class size experiment. Educational Evaluation
and Policy Analysis, 24, 201-217.
Hedges, L.V., Konstantopoulos, S., & Thoreson, A. (2003).
Studies of technology implementation and effects. In G. Haertel and B. Means (Eds.), Evaluating
educational technology: Effective research designs for improving learning.
, (pp. 187-204). New York: Teachers
College Press.
Selected Courses Sociology 327: The Social Distribution of Talent
Sociology 305: Statistical Methods
Education 411: Accumulating Evidene in Scientific Research
Social Sciences 133: Democracy and Social Science
Statistical Theory for Social Scientists
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Professor Larry B. Hedges is currently a Stella M. Rowley Professor of Education, Psychology, and Sociology at the University of Chicago where he has been working since 1980. He received his B.A. in Mathematics from the University of California at San Diego. Stanford University later proffered Professor Hedges with an M.A. in Statistics and a Ph.D. in Mathematical Methods in Educational Research.
