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
Trends in Student Social-Emotional Learning
Evidence from the CORE Districts
This study examines how social-emotional skills develop from Grade 4 to Grade 12 and vary by gender, socioeconomic status, and race/ethnicity. Based on self-report student surveys administered to around 400,000 students in California, the study…
Measuring SEL May 2018
Measuring Students’ Social-Emotional Learning Among California’s CORE Districts
An IRT Modeling Approach
This study examines the properties of California's CORE Districts' SEL survey, which measures social-emotional learning in students. The survey was given to over 400,000 students in grades 3-12. The study uses both classical test theory and item…
SEL School Effects May 2018
School Effects on Social-Emotional Learning
Findings from the First Large-Scale Panel Survey of Students
This paper examines the use of social-emotional learning (SEL) measures to evaluate school-level growth in student outcomes. The study finds substantial differences across schools in SEL growth, suggesting that schools may contribute to students'…