Faculty Research Profiles: Katherine Ryan

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Associate Professor

Quantitative and Evaluative Research Methodologies
Educational Psychology
220A Education Building
1310 S. 6th St. MC 708
217 333-0719
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Research Biography

My research interests focus on educational evaluation and the intersection of educational accountability issues and high stakes assessment. As educational accountability has become increasingly more important nationally and globally, my work has examined both evaluative capacity building and monitoring issues involved in test-based educational accountability. My current research includes an investigation of the intended and unintended consequences of a state-wide assessment and accountability system in relationship to students, instruction, and educational outcomes.

Degrees

  • Ph.D., Educational Psychology, University of Illinois at Urbana-Champaign, 1988
  • M.Ed., Special Education, University of Illinois at Urbana-Champaign, 1981
  • B.S., Psychology, University of Illinois at Urbana-Champaign, 1972

Key Professional Appointments

  • Associate Professor, Educational Psychology, University of Illinois at Urbana-Champaign, 2002--
  • Chair, QUERIES, Educational Psychology, University of Illinois at Urbana-Champaign--
  • Head, Division of Measurement and Evaluation, Office of Instructional Resources, University of Illinois at Urbana-Champaign, 1994-1999

Activities & Honors

  • Committee Member, Division D, American Educational Research Association, 2007- present
  • Associate Editor, American Journal of Evaluation, 2005-2011
  • Editorial Board Member, American Journal of Evaluation, 2003-2005

Grants

  • Principal Investigator, Stereotype Threat and Math Test Performance Pilot Study, The Spencer Foundation, 2004
  • Senior Personnel, Effects of Group & Individual Interventions on Emerging Literacy Skills in Preschoolers, U.S. Department of Education, 2003
  • Co-Principal Investigator, Forging Community Partnerships to address the C-U Achievement Gap , 2003
  • Principal Investigator, Individual Differences in Math Test Performance, Campus Research Board, 2003
  • Principal Investigator, An Examinationof the Psychological Processes Underlying Stereotype Threat and Standardized Math Test Performance, Campus Research Board, 2003

Selected Publications

  • Ryan, K. E., Ryan, A. M., Arbuthnot, K., & Samuels, M. (2007). Students' motivation for standardized math exams. Educational Researcher, 36,(1), 5-13.
  • Ryan, K.E., & Shepard, L.A. (in press). The future of test-based educational accountability. Oxford, UK: Taylor Francis Publishing
  • Ryan, K. E., & Ryan, A. M. (2005). The psychological processes underlying stereotype threat and standardized math test performance, Educational Psychologist, 40(1), 53-63.
  • Ryan, K. E. (2005). Making educational accountability more democratic. American Journal of Evaluation, 26(4), 443-460.
  • Ryan, K. E. (2004). Serving the public interests in educational accountability: Alternative approaches to democratic evaluation. American Journal of Evaluation, 25(4), 443-460.