News & Announcements
News & Announcements

2024 Newsletters

Spring 2024

Winter 2024


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April 30, 2024

Duolingo Research Proposals on English Learners’ Real-Life Communication Skills

Duolingo is excited to announce a new call for research proposals. The project will focus on English learners’ real-life communication skills. Proposals are due May 31, 2024. For more information, please see the proposal submission guidelines. Please direct any questions to Dr. Audrey Kittredge (

Exceptional Children Invites Engagement from Members for Submissions, Special Issues, Reviews, and More

Exceptional Children invites division members to engage with the journal by submitting manuscripts, proposing and leading special issues, or engaging as field reviewers or editorial board members. Members’ expertise and insights would be invaluable to the journal’s publication and editorial team, especially aligned with the journal’s mission to (a) situate special education as a civil rights issue, (b) cultivate increased diversity and inclusiveness in the publication process, (c) expand theoretical and methodological diversity, and (d) attend to the intersections of students’ identity. Scholars with both topical and methodological expertise relevant to the broad range of scholarship published in Exceptional Children are sought.

Exceptional Children addresses the education and related development of individuals with disabilities or who are considered gifted and talented across the lifespan. EC emphasizes empirical scholarship, including mixed methods, qualitative, and quantitative research, and systematic research reviews, while also welcoming data-based, theoretical, or conceptual essays and position papers, and commentaries engaging debates and other developments within the field or other opportunities for advancing research, policy, and practice relevant to the education and development of individuals with disabilities or who are considered gifted and talented. You can find more information on the journal at

Research Manuscripts Solicited for Special Issue of Behaviormetrika – “Methodological Innovations in Cognitive Diagnosis Arising from Research Challenges in Practice”

Cognitive Diagnosis Models—also known as Diagnostic Classification Models (DCMs)—have become a highly-active research area in psychometrics and educational measurement specifically. CD provides a fine-grained assessment of an examinee’s ability in a given knowledge domain permitting for targeted feedback to students and instructors for improving teaching and learning. Many experts in the field predict that CD is the future of educational measurement. Publications concerning CD can be roughly characterized as papers with a strong applied, data-analytic inclination, and papers that are highly theoretical delving deeply into the mathematical-statistical foundations of CD. This special issue of Behaviormetrika seeks to cover the middle ground; that is, we are soliciting research manuscripts presenting a theoretically well-founded solution to a challenging data analytic problem encountered in practice. For more information, please see

For more information, contact Hans Friedrich Köhn, University of Illinois, Urbana-Champaign ( and Chia-Yi Chiu, Teachers College, Columbia University (

Sociology of Education Online Mini-Conference, Repair: Revisiting Our Past and Re-Envisioning Our Future

The online mini-conference on Tue, May 14, 9 am – 2:30 pm PST is coming soon! Please RSVP for this event on Eventbrite. Please note that for security purposes you will need to register with Eventbrite and will be prompted to register for Zoom, for a dual layer of security.

The conference is entitled "Repair: Revisiting Our Past and Re-Envisioning Our Future." Here are some details on the event, also please see the schedule below.

The sociology of education has long focused on the documentation of educational inequities, with less attention to how we might use our research to produce change. The field has also developed concepts and approaches that may re-inscribe the very disparities we purport to analyze. This online mini conference is devoted to the concept of repair. How do we as a disciplinary subfield revisit, acknowledge, and move beyond initial limiting concepts or methodologies in the study of educational inequality? What might reparations and restorative justice look like in a re-envisioned sociology of education oriented toward repair across multiple axes of oppression? To answer these questions, we must look not only within our own discipline, but to scholars at the cutting-edge of reparative work in other fields.

Dr. Jarvis Givens, Professor of Education and Professor of African and African American Studies, Harvard University will offer the keynote on fugitive pedagogy.

Panel 1, “Revisiting our Foundational Concepts and Methods,” includes:

Dr. Tyson Brown, W.L.F. Associate Professor of Sociology, Duke University: on quantcrit methods and measuring structural racism; Dr. Jordan Conwell, Assistant Professor of Sociology, University of Texas-Austin: on a Du Boisian Sociology of Education; Dr. Michela Musto, Assistant Professor of Sociology, Brown University: on movement from mono-categorical “chilly climate” to intersectional taking up of space in educational places; Dr. Amanda Tachine, Assistant Professor of Higher Education & Postsecondary Education, MLF Teachers College Arizona State University: on qualitative indigenous research methodologies; and Dr. Derron Wallace, Associate Professor of Sociology and Education, Brandeis University: on interventions in cultural capital literature

Panel 2, “Re-envisioning Our Role in Reducing Inequality,” includes: Dr. Laura Enriquez, Associate Professor Chicano/Latino Studies, University of California-Irvine: on supporting undocumented communities on and off campuses; Dr. Dania Francis, Associate Professor of Economics, University of Massachusetts-Boston: on the economics of reparations policies; Dr. Liliana Garces, W.K. Professor of Community College Leadership and Professor of Educational Policy and Leadership, University of Texas-Austin: on socio-legal work regarding race-conscious policies in education; Dr. Katherine Michelmore, Associate Professor of Public Policy, University of Michigan Gerald R. Ford Public Policy School: on increasing access for low-income students and the Earned Income Tax Credit; and Dr. Joel Mittleman, Assistant Professor of Sociology, University of Notre Dame: on exploding gender categories and re-conceptualizing gender in research and policy.

Partway through the conference, we offer “idea incubators” on the following topics (sign up in advance required):

  • Learn more about the William T. Grant Foundation Scholars Program (Melissa Wooten)
  • Learn more about William T. Grant Foundation Major Research Grants and the Institutional Challenge Grant (Adam Gamoran)
  • Doing Research-Practice Partnerships with Schools & Districts (Simone Ispa-Landa and Erin Baumgartner)
  • Working on and from a 5-year Plan in Graduate School (Jeremy Fiel)
  • Applying for External Funding in Graduate School (Brittany Fox-Williams)
  • Policy Engaged Soc of Ed (Christina Ciocca Eller)
  • Starting and Coordinating a Lab (Blake Silver)
  • Life after Tenure (Regina Werum)
  • Protecting Your Time as An Underrepresented Scholar (Andrene Jones-Castro)
  • Navigating the Academic Job Market (Corey Moss-Pech)
  • Writing for the Public (Elena van Stee)
  • Contributing to Equity: How to be an Ally (Laura Hamilton) 
  • Being a Professor is not the Only Option! Navigating Other Job Markets (Kelly Nielsen)
  • Book Publishing 101 (Natasha Warikoo)

Register now:

Online Short Courses through CILVR at The University of Maryland

The Center for Integrated Latent Variable Research (CILVR) at The University of Maryland is pleased to announce the following popular online short courses. Participants may join us from anywhere in the world with a good Wi-Fi connection – synchronously (real-time) or asynchronously (delayed/recorded). 

May 16-17, 2024
Introduction to Machine Learning for the Social Sciences

Dr. Tracy Sweet, University of Maryland
Full-time student: $195
Professional: $375

June 3-5, 2024
Bayesian Statistical Modeling: A First Course
Dr. Roy Levy, Arizona State University
Full-time Student: $295
Professional: $525


June 6-7, 2024
Bayesian Statistical Modeling: A Second Course
Dr. Roy Levy, Arizona State University
Full-time student: $195
Professional: $375

June 3-7, 2024
Bayesian Statistical Modeling: First and Second Courses
Dr. Roy Levy, Arizona State University
Full-time Student: $455
Professional: $825

Please direct any questions to Ashani Jayasekera at

April 16, 2024

Graduate Student Summer Position: Quantitative Research Assistant, Summer 2024 - One Goal

OneGoal, a national nonprofit focused on postsecondary readiness and success, has an opening for a graduate student as a Quantitative Research Assistant this summer.

Timeframe: Eight weeks between June 3 and August 31 for 10 hours a week

Pay: $40 per hour

Summary: OneGoal aims to partner with a graduate student with expertise in quantitative methods to conduct statistical analyses with internally-developed quantitative survey instruments measuring complex constructs. The graduate student should have prior training and experience in conducting validity and reliability analyses on survey instruments (e.g., factor analysis, item response theory) and be able to complete these analyses with minimal supervision.

To apply, students should submit a resume/CV and letter of interest to Rachel Martin, Senior Analyst at OneGoal at by May 1.

See the job description. Questions may be directed to Rachel Martin at the email above.

Training Opportunity: NAEP Data Training Workshop

Apply to receive hands-on experience conducting data analyses using data from the National Assessment of Educational Progress (NAEP). This year, participants will also be introduced to the Monthly School Survey (MSS) Linking Study and COVID Data Hub data collections.

This training is aimed at quantitative researchers with strong statistical skills who want to learn to conduct analyses using NAEP data. This includes advanced graduate students, educational researchers at universities or other research organizations, analyses from state and local education agencies, and others who are interested in analyzing large-scale assessment data.

This fully funded training will be held in Arlington, VA, on June 26-28, 2024. The application deadline is May 12, 2024.

For more information and application instructions, visit or contact

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