Robert H. Meyer

Robert_Meyer
Robert H. Meyer
Emeritus Co-Founder and Emeritus Research Affiliate,
Education Analytics

Robert H. Meyer is emeritus co-founder and emeritus research affiliate alongside former chief executive officer and board president of Education Analytics, a Madison, Wisconsin-based nonprofit that conducts statistical research to address complex challenges in public education. He is also an emeritus research professor at the Wisconsin Center for Education Research (WCER) at the University of Wisconsin–Madison, where he was director of the Value-Added Research Center and a senior scientist at WCER. He was formerly an assistant professor at the University of Chicago Harris Graduate School of Public Policy. His research has focused on program evaluation, school and teacher effectiveness, and the statistical analysis of education policies, including evaluations of class-size reduction, literacy, and supplemental educational services. He received the 2010 UW–Madison Chancellor's Award for Excellence in Research. Meyer earned a PhD in economics and policy from Harvard 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
Robert H. Meyer in the Media
: COVID-19 Impacts on Student Learning: Evidence from Interim Assessments in California
: 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 Robert H. Meyer
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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
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.…
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…
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…