Andrew Rice

arice
Andrew Rice
Chief Executive Officer and Co-Founder,
Education Analytics

Andrew Rice is chief executive officer of Education Analytics, a nonprofit data science and research organization in Madison, Wisconsin. He co-founded Education Analytics and previously served as chief operating officer, working with large urban school districts, labor organizations, national education organizations, and state and national education departments to support data analysis and policy. Rice is an expert in student growth metrics, including value-added models, student growth percentile models, and other methodologies for measuring and projecting student progress. Before co-founding Education Analytics, he worked at the Center for Education Policy Research at Harvard University and the Value-Added Research Center at the University of Wisconsin–Madison. Rice earned a PhD in economics from Pennsylvania State University.

updated 2025

Contributing topics
Supporting students’ social-emotional, mental & physical health
Understanding, measuring & improving student outcomes
Contributing initiatives
CORE-PACE Research Partnership
COVID-19 Recovery
Andrew Rice in the Media
: Can We Measure Classroom Supports for Social-Emotional Learning?
: Measuring Students’ Social-Emotional Learning Among California’s CORE Districts: An IRT Modeling Approach
Publications by Andrew Rice
Trends in Student Social-Emotional Learning: Evidence From the First Large-Scale Panel Student Survey
Trends in Student Social-Emotional Learning
Evidence From the First Large-Scale Panel Student Survey
Self-report surveys are used to track students’ social-emotional development. This large-scale panel survey reveals that self-efficacy, social awareness, and self-management decrease after Grade 6, except for growth mindset. Female students report…
Can We Measure Classroom Supports for Social-Emotional Learning?
This study uses value-added models to explore whether social-emotional learning (SEL) surveys can measure effective classroom-level supports for SEL. Results show that classrooms differ in their effect on students' growth in self-reported SEL,…
School Differences in Social–Emotional Learning Gains: Findings From the First Large-Scale Panel Survey of Students
School Differences in Social-Emotional Learning Gains
Findings From the First Large-Scale Panel Survey of Students
This article discusses the use of standardized tests as the primary tool for assessing school-level growth in student outcomes, despite the emerging importance of social-emotional learning (SEL). It presents results from large-scale surveys of…
Measuring School Contributions to Growth in Social-Emotional Learning
This report examines the stability of school effects on social-emotional learning (SEL) over two years in California's CORE districts. The correlations among school effects in the same grades across different years are positive but lower than those…