Larry Hedges
- Board of Trustees Professor of Statistics and Social Policy
- Faculty Fellow, Institute for Policy Research
Biography
Hedges’s research straddles many fields — in particular those of sociology, psychology and educational policy. He is best known for his work to develop statistical methods for meta-analysis (a statistical analysis of the results of multiple studies that combines their findings) in the social, medical and biological sciences. It is a key component of evidence-based social research. Examples of some his recent studies include understanding the costs of generating systematic reviews, differences between boys and girls in mental test scores, the black-white gap in achievement test scores, and frameworks for international comparative studies on education. Widely published, he has authored or co-authored numerous journal articles and eight books, including the seminal Statistical Methods for Meta-Analysis (with I. Olkin) and The Handbook of Research Synthesis (with H. Cooper and J. Valentine). He is an elected member of the National Academy of Education and is a fellow of the American Academy of Arts and Sciences, the American Statistical Association, the American Psychological Association, and the American Educational Research Association. He is a member of the National Education Sciences Board and president of the Society for Research on Educational Effectiveness. He was nominated by President Barack Obama to the Board of Directors for the National Board for Education Sciences and was confirmed by the U.S. Senate in June 2012. He was recently elected 2013-14 Statistician of the Year by the Chicago chapter of the American Statistical Association. Cooper, H. C., Hedges, L. V., & Valentine, J. (Working Paper/In Press/Under Review). The handbook of research synthesis and meta-analysis (2nd edition). New York: The Russell Sage Foundation. Hedges, L. V. (Working Paper/In Press/Under Review). Correcting a significance test for clustering in designs with two levels of nesting. Journal of Educational and Behavioral Statistics. Hedges, L. V. & Rhoads, C. (Working Paper/In Press/Under Review). Statistical power analysis in B. McGaw, E. Baker, and P. Peterson (Eds.), International Encyclopedia of Education Oxford: Elsevier. Borenstein, M., Hedges, L. V., & Rothstein, H. (Working Paper/In Press/Under Review). Introductory meta-analysis. London: John Wiley. Hedges, L. V. & Hanis, J. (2009). Can non-randomized studies provide evidence of causal effects? A case study using the regression discontinuity design in P. B. Walters, A. Lareau, & S. H. Ranis (Eds.) , Education research on trial (pp. 106-124). New York: Routledge. Shadish, W. R., Rindskopf, D. M., & Hedges, L. V. (2008). The state of the science in the meta-analysis of single-case experimental designs. Evidence-Based Communication Assessment and Intervention: 188-196. Hedges. L. V. (2008). What are effect sizes and why do we need them? . Developmental Psychology Perspectives: 167-171. Konstantopoulos, S., & Hedges, L. V. (2008). How large an effect can we expect from school reforms?. Teachers College Record, 110: 1613-1640. Hedges, L. V. (2007). Meta-analysis in C. R. Rao & S. Sinharay (Eds.) , The handbook of statistics (pp. 919-953). Elsevier Scientific. Hedges, L. V. (2007). Generalizability of treatment effects in B. Schneider and S. K. McDonald (Eds.) , Scale-Up in Principle (pp. 55-78). Rowman & Littlefield.
A national leader in the fields of educational statistics and evaluation, Larry V. Hedges joined the Northwestern faculty in 2005. He is one of eight Board of Trustees Professors at Northwestern, the university’s most distinguished academic position. He holds appointments in statistics, psychology and education and social policy. Previously, he was the Stella M. Rowley Professor at the University of Chicago. In 2018, Hedges received the Yidan Prize in Education Research, the world’s largest education award.
Education
Awards and Honors
Selected Publications