Caroline Wang

Caroline_wang
Caroline Wang
Research Scientist,
Education Analytics

Caroline Wang is a research scientist at Education Analytics. She previously worked as a researcher and assessment specialist with the Value-Added Research Center in the Wisconsin Center for Education Research Center (WCER) at the University of Wisconsin–Madison. She was a research associate at the Education Development Center and a research assistant at Boston College, contributing to projects at the Center for the Study of Testing, Evaluation, and Educational Policy and City Connects. She also worked as an assistant manager and testing specialist at the Personnel Testing Authorities in China. Wang earned her BA in teaching Chinese as a second language and an MEd in language testing from Beijing Language and Culture University, and a PhD in educational research, measurement, and evaluation from Boston College.

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
Caroline Wang in the Media
: Evidence-Based Practices for Assessing Students' Social and Emotional Well-Being
: 4 New Evidence Briefs to Help Students During and After the COVID-19 Pandemic
: Measuring Students’ Social-Emotional Learning Among California’s CORE Districts: An IRT Modeling Approach
Publications by Caroline Wang
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Student Well-Being and Learning Conditions During the Pandemic
Evidence from the CORE Districts
The CORE Districts in California conducted a survey to measure K-12 students’ social-emotional well-being during the pandemic. Results indicate that students’ personal and interpersonal well-being rated lower than their learning environments.…
EdResearch for Recovery Brief
Evidence-Based Practices for Assessing Students’ Social and Emotional Well-Being
This brief is one in a series aimed at providing K–12 education decision makers and advocates with an evidence base to ground discussions about
An IRT Mixture Model for Rating Scale Confusion Associated with Negatively Worded Items in Measures of Social-Emotional Learning
An IRT Mixture Model for Rating Scale Confusion Associated with Negatively Worded Items in Measures of Social-Emotional Learning
This article assesses confusion due to negative wording on social-emotional learning (SEL) assessments using mixture IRT models. Results based on student self-reports show confusion biasing scores, especially in Grades 3-5, and correlational…
An IRT Mixture Model for Rating Scale Confusion Associated with Negatively Worded Items in Measures of Social-Emotional Learning
This paper uses mixture IRT models to evaluate whether students experience confusion due to negative wording of items on a social-emotional learning assessment. It examines the consequences of confusion on student- and school-level scores and…