Libby Pier

Libby_Pier
Libby Pier
Director of Impact,
Education Analytics

Libby Pier is research manager at Education Analytics, a nonprofit organization based in Madison, Wisconsin, that conducts sophisticated statistical research to solve complex, pressing problems facing public education in the U.S. Pier received her PhD in learning sciences from the Department of Educational Psychology at the University of Wisconsin–Madison.

updated 2021

Contributing topics
Educational governance & policy
Educator workforce & effectiveness
Supporting students’ social-emotional, mental & physical health
Understanding, measuring & improving student outcomes
Contributing initiatives
CORE-PACE Research Partnership
COVID-19 Recovery
Commentary by Libby Pier
: COVID-19 and the Educational Equity Crisis: Evidence on Learning Loss From the CORE Data Collaborative
Libby Pier in the Media
: Kids Lost More Than Learning When COVID Closed Their Schools
: Who's Hit Hardest by the 'Learning Lag' from Pandemic Online Education
: Back-To-School: Virtual Education Has Left Many Students with Gaps in Their Learning. How Can Schools Meet Them Where They Are?
: What Kids Lost When COVID-19 Upended School
: The Road to Recovery: What Last Year’s Data Can Tell Us About Next Year’s Plans
Publications by Libby Pier
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COVID-19 Impacts on Student Learning
Evidence From Interim Assessments in California
At the first anniversary of school closures due to COVID-19, nearly half of the K–12 students in the U.S. were attending schools that were either fully remote or offering hybrid instruction, with more than 70 percent of California students attending…
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Student Well-Being and Learning Conditions During the Pandemic
Evidence from the CORE Districts
Since spring 2020, the COVID-19 pandemic has been abruptly interrupting regular instruction in almost all schools in the U.S. One year later, policymakers, district administrators, and educators are still balancing the benefits and risks of…
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 illustrates the application of mixture IRT models to evaluate respondent confusion due to the negative wording of certain items on a social-emotional learning (SEL) assessment. Using actual student self-report ratings on four social-…
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
A growing number of school systems use self-report surveys to track students’ social-emotional development as a tool to inform policy and practice. In this article, the first large-scale panel survey of social-emotional learning (SEL) simulates how…