Jerome V. D'Agostino

Jerome V. D'AgostinoJerome V. D’Agostino is Professor of Quantitative Methods in the Education and Human Ecology College at The Ohio State University. He earned his Ph.D. in 1997 from The University of Chicago in Measurement, Evaluation, and Statistical Analysis (MESA), and he specializes in applied measurement and program evaluation. He has conducted several studies on the validity of standards-based assessments, teacher certification tests, and measures of constructs in an array of fields from pharmacy to speech and hearing sciences. A primary theme in his research is the focus on developing and implementing innovative methods to collect and analyze validation evidence, especially in the areas of content and instructional sensitivity analysis. Much of his research has focused on developing measures to track student growth, and many of his published papers pertain to understanding student learning over time using hierarchical linear modeling. He also has orchestrated evaluations of literacy and science programs, and interventions targeted for underprivileged children and families. He has extensive experience working with educators to develop formative assessments to monitor learning, and he has conducted numerous workshops throughout the country on classroom grading and test score interpretation for teachers. Dr. D’Agostino also was the director of a $55 million i3 grant to scale up Reading Recovery, and he currently serves as the editor of the Journal of Education for Students Placed At Risk. His research has been funded by entities such as the National Science Foundation, United States Department of Education, and Spencer Foundation.

Publications

The Relationship Between Online Formative Assessment and State Test Scores Using Multilevel Modeling
The Relationship Between Online Formative Assessment and State Test Scores Using Multilevel Modeling
Aryn C. Karpinski, Jerome V. D'Agostino, Anne-Evan K. Williams, Sue Ann Highland, Jennifer A. Mellott. © 2019. 12 pages.
The relationship between one online formative assessment program in reading and state test scores in reading was examined using existing data (N=208) in four cohorts across...
The Relationship Between Online Formative Assessment and State Test Scores Using Multilevel Modeling
The Relationship Between Online Formative Assessment and State Test Scores Using Multilevel Modeling
Aryn C. Karpinski, Jerome V. D'Agostino, Anne-Evan K. Williams, Sue Ann Highland, Jennifer A. Mellott. © 2018. 10 pages.
The relationship between one online formative assessment program in reading and state test scores in reading was examined using existing data (N=208) in four cohorts across...