LARRY V. HEDGES, PH.D.
Hedges is a member of the National Academy of Education, a Fellow of the American Academy of Arts and Sciences, the American Statistical Association, the American Educational Research Association, and the American Psychological Association, an elected member of the Society of Multivariate Experimental Psychology, and a member of the National Board for Education Sciences. He is the Co-Editor of the Journal of Research on Educational Effectiveness and is on the Editorial Board of Behavioral and Brain Sciences. He was the Editor of the Journal of Educational and Behavioral Statistics, the Associate Editor of the American Journal of Sociology, the Quantitative Methods Editor of Psychological Bulletin, and a Consulting Editor of the American Educational Research Journal. He has served on the editorial boards of Psychological Method, Review of Educational Research, New Directions in Program Evaluation, and Evaluation Studies Review Annual. He is the author or co-author of numerous journal articles and five books, including Statistical Methods for Meta-Analysis (with Ingram Olkin) and The Handbook of Research Synthesis and Meta-Analysis (with Harris Cooper and Jeffrey Valentine). Hedges has served on numerous professional boards and panels including several National Research Council committees. He is a long-time member of the National Assessment of Educational Progress (NAEP) Validity Studies Panel and serves on the Technical Executive Group of the International Association for the Evaluation of Academic Achievement (IEA). He was a founding member and served for 8 years on the International Technical Advisory Committee of PISA, the OECD countries' international comparative survey of literacy in reading, mathematics, and science. |
Larry Hedges is Board of Trustees Professor of Statistics & Social Policy and Faculty Fellow, Institute for Policy Research at Northwestern University. His research interests include the development of statistical methods for social research, the use of statistical concepts in social and cognitive theory, and the demography of talent and academic achievement. Much of his methodological work has concerned statistical methods for meta-analysis – combining evidence from multiple empirical studies in social, medical, and biological sciences. Other work involves statistical models for cognitive processes involved in estimation, categorization, and discrimination. His substantive work has also addressed the social distribution of cognitive test scores, their changes over time, and their relations to schooling and other social processes.