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Gregory Camilli is a professor at Rutgers University, Department of Educational Psychology. His work involves the development and application of psychometric methods for understanding influences on student learning. He has also conducted research on current issues in education policy, equity, and test fairness on the national and international levels.  

University Teaching Experience
Camilli teaches variety of quantitative analysis and methodology courses, including experimental design, meta-analysis, program evaluation, and psychometric theory.  Additionally, he chairs and serves on dissertation committees.  Four of his students have won doctoral student awards, and he has continued to publish with his former students.  

Research
Camilli is currently working on research studies in the area of mathematics achievement.  One study involves the use of assessment information reported by NAEP (National Assessment of Educational Progress, a U.S. assessment program) and TIMSS (Trends in Mathematics and Science Study, an international assessment program) to understand large-scale factors affecting mathematics achievement. He has published this work in major educational publications such Journal of Educational Measurement (JEM), and Journal of Educational and Behavioral Statistics (JEBS). Camilli has received over $3.7 million in research funding on contemporary issues in education.  

Service
Camilli has served as Editor (with Patti Elmore) of Educational Researchers from 2006-2009. During that time ER progressed from unranked journal to the top journal in education. He has also served on the editorial boards of
JEBS, and Educational Measurement: Issues and Practice. Camilli also serves on state and national committees advising on issues of psychometrics and quantitative methods.  

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Gregory Camilli is a professor at Rutgers University, Department of Educational Psychology. His work involves the development and application of psychometric methods for understanding influences on student learning. He has also conducted research on current issues in education policy, equity, and test fairness on the national and international levels.  

University Teaching Experience
Camilli teaches variety of quantitative analysis and methodology courses, including experimental design, meta-analysis, program evaluation, and psychometric theory.  Additionally, he chairs and serves on dissertation committees.  Four of his students have won doctoral student awards, and he has continued to publish with his former students.  

Research
Camilli is currently working on research studies in the area of mathematics achievement.  One study involves the use of assessment information reported by NAEP (National Assessment of Educational Progress, a U.S. assessment program) and TIMSS (Trends in Mathematics and Science Study, an international assessment program) to understand large-scale factors affecting mathematics achievement. He has published this work in major educational publications such Journal of Educational Measurement (JEM), and Journal of Educational and Behavioral Statistics (JEBS). Camilli has received over $3.7 million in research funding on contemporary issues in education.  

Service
Camilli has served as Editor (with Patti Elmore) of Educational Researchers from 2006-2009. During that time ER progressed from unranked journal to the top journal in education. He has also served on the editorial boards of
JEBS, and Educational Measurement: Issues and Practice. Camilli also serves on state and national committees advising on issues of psychometrics and quantitative methods.  

View Full CV

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