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My current research concerns the study of mathematics achievement from a comparative education perspective. Given the multitude of potential influences on mathematics achievement, one explicit way to approach this issue is to measure effects and then search for the processes resulting in those effects. This approach involves examining aspects of test performance that can be empirically observed on a large scale–rather than assuming in advance the essential dimensions mathematics achievement. These essential elements may be different for schools than for students, and the search for interesting factors of performance may consequently be ecological, rather than individual or cognitive. I apply techniques based on multidimensional item response theory (IRT) to national and international assessment databases for discovering performance factors. However, the search for influences on mathematics achievement is a much broader undertaking, and that’s where the fun begins.

Large-Scale Studies in Mathematics

Prowker, A.N. & Camilli, G. (2007). Beyond the Composite: An Item Level Methodological Study of NAEP Mathematics Results. Journal of Educational Measurement, 44, 69-87.

Camilli, G., Prowker, A.N., Dossey, J., Lindquist, M., Chiu, T.W., Vargas, S. & de la Torre, J. (2008). Summarizing Item Difficulty Variation with Parcel Scores. Journal of Educational Measurement. 45, 363-389.

Camilli, G. & Fox, J.-P. (in press). An Aggregate IRT Procedure for Exploratory Factor Analysis. Journal of Educational and Behavioral Statistics.

My title page contents