Stephen Raudenbush

Lewis Sebring Distinguished Service Professor


Department of Sociology and the Harris School of Public Policy
Chair, Committee on Education



Stephen W. Raudenbush is the Lewis-Sebring Distinguished Service Professor in the Department of Sociology, the College and the Harris School of Public Policy Studies and Chairman of the Committee on Education at the University of Chicago. He is interested in statistical models for child and youth development within social settings such as classrooms, schools, and neighborhoods. He is best known for his work developing hierarchical linear models, with broad applications in the design and analysis of longitudinal and multilevel research. He is currently studying the development of literacy and math skills in early childhood with implications for instruction; methods for assessing school and classroom quality; and methods for heterogeneous effects of interventions. He is a member of the National Academy of Sciences, the American Academy of Arts and Sciences, the National Academy of Education, and a recipient of the American Educational Research Association award for Distinguished Contributions to Educational Research.


Selected Publications

Howard S. Bloom, Stephen W. Raudenbush, Michael J. Weiss & Kristin Porter (2017). Using Multisite Experiments to Study Cross-Site Variation in Treatment Effects: A Hybrid Approach with FixedIntercepts and a Random Treatment Coefficient, Journal of Research on Educational Effectiveness,10(4). Pages 817-842.

Nomi, T. and Raudenbush, S. W., (2016) Making a Success of “Algebra for All:” the Impact of Extended Instructional Time and Classroom Peer Skill in Chicago. Educational Evaluation and Policy Analysis, vol. 38, No 2, pp 431–451.

Raudenbush, S. W. and Eschmann, R. D., (2015) Does schooling increase or reduce social inequality? Annual Review of Sociology, Vol. 41: 443-470.

Raudenbush, S.W., Reardon, S. and Nomi, T. (2012). Statistical analysis for multi-site trials using instrumental variables. Journal of Research and Educational Effectiveness. Vol. 5, No. 3, pp 303–332.

Raudenbush, S. W. (2009). Adaptive centering with random effects: An alternative to the fixed effects model for studying time-varying treatments in school settings. Journal of Education, Finance and Policy.Vol. 4, No. 4, pp 468 – 491.

Hong, G., & Raudenbush, S.W. (2008). Causal inference for time-varying instructional treatments. The Journal of Educational and Behavioral Statistics, 33(3), 333-362.

Hong, G., & Raudenbush, S. W. (2006). Evaluating kindergarten retention policy: A case study of casual inference for multi-level observational data. Journal of American Statistical Association, 101(474), 901-910.

Raudenbush, S.W., Johnson, C., & Sampson, R. J. (2003). A multivariate, multilevel Rasch model for self-reported criminal behavior. Sociological Methodology, 33(1), 169-211.



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