Guanglei Hong
Guanglei Hong obtained a Master's degree in Statistics and a Ph.D. in Education from the University of Michigan in 2004. Before joining the University of Chicago faculty in July 2009, she had been an Assistant Professor in the Human Development and Applied Psychology Department in the Ontario Institute for Studies in Education of the University of Toronto.
Research
She has focused her research on developing causal inference theories and methods for evaluating educational policies and instructional programs in multi-level, longitudinal settings. Her work addresses issues including (1) how to conceptualize and evaluate the causal effects of educational treatments when students’ responses to alternative treatments depend on various features of the organizational settings, (2) how to adjust for selection bias in estimating the effects of concurrent multi-valued educational treatments, (3) how to study instruction as time-varying treatments for students, and (4) how to conceptualize and analyze the mediating role of implementation in evaluating educational interventions.
Because advancements in these quantitative research methods are best illustrated and utilized through empirical investigations of prominent educational issues, she communicates with a broad audience through applying the causal inference methods to studies of specific policies and instructional practices such as grade retention, within-class grouping, language and reading instruction for English language learners, and elementary math instruction.
Her research has received support from the Social Sciences and Humanities Research Council of Canada, the Spencer Foundation, the National Academy of Education, the American Educational Research Association Grants Program, and the William T. Grant Foundation among other sources of funding. She has been elected to serve on the Editorial Boards of the Educational Evaluation and Policy Analysis journal and the Effective Education journal.
Contact Information
ghong@uchicago.edu
Personal website: http://home.uchicago.edu/~ghong
Publications (selective)
Hong, G., Corter, C., Hong, Y., & Pelletier, J. (2011). Differential effects of literacy instruction time and homogeneous grouping in kindergarten: Who will benefit? Who will suffer? To appear in Educational Evaluation and Policy Analysis.
Hong, G. (2011, August 15). Marginal Mean Weighting through Stratification: A Generalized Method for Evaluating Multi-Valued and Multiple Treatments with Non-Experimental Data. Psychological Methods. Advanced online publication. Doi:10.1037/a0024918.
Hong, G., Deutsch, J., & Hill, H. (2011). Parametric and non-parametric weighting methods for estimating mediation effects: An application to the National Evaluation of Welfare-to-Work Strategies. 2011 Proceedings of the American Statistical Association, Social Statistics Section. Alexandria, VA: American Statistical Association.
Hong, G. (2010). Marginal mean weighting through stratification: Adjustment for selection bias in multilevel data. Journal of Educational and Behavioral Statistics, 35(5), 499-531.
Chen-Bumgardner, X., Xu, F., Kim, N., Hong, G., Wang, Y. (2010). Effects of cross-language transfer on first language phonological awareness and literacy skills in Chinese children receiving English instruction. Journal of Educational Psychology, 102(3), 712-728.
Hong, G. (2010). Ratio of mediator probability weighting for estimating natural direct and indirect effects. 2010 Proceedings of the American Statistical Association, Biometrics Section [pp.2401-2415], Alexandria, VA: American Statistical Association.
Hong, G., & Hong, Y. (2009). Reading instruction time and homogeneous grouping in kindergarten: An application of marginal mean weighting through stratification. Educational Evaluation and Policy Analysis, 31(1), 54-81.
Hong, G., & Raudenbush, S. W. (2008) Causal inference for time-varying instructional treatments. Journal of Educational and Behavioral Statistics, 33(3), 333-362.
Hong, G., & Yu, B. (2008). Effects of kindergarten retention on children’s social-emotional development: An application of propensity score method to multivariate multi-level data. Special Section on New Methods in Developmental Psychology, 44(2), 407-421.
Hong, G., & Yu, B. (2007). Early grade retention and children’s reading and math learning in elementary years. Educational Evaluation and Policy Analysis, 29(4), 239-261.
Hong, G., & Raudenbush, S. W. (2006). Evaluating kindergarten retention policy: A case study of causal inference for multi-level observational data. Journal of the American Statistical Association, 101(475), 901-910.
Hong, G., & Raudenbush, S. W. (2005). Effects of kindergarten retention policy on children's cognitive growth in reading and mathematics. Educational Evaluation and Policy Analysis, 27(3), 205-224.
Hong, G., & Raudenbush, S. W. (2003). “Causal inference for multi-level observational data with application to kindergarten retention study,” 2003 Proceedings of the American Statistical Association, Social Statistics Section [CD-ROM, pp.1849-1856], Alexandria, VA: American Statistical Association.
Awards
William T. Grant Scholar, William T. Grant Foundation, 2009-2014
NAE/Spencer Postdoctoral Fellowship, National Academy of Education and Spencer Foundation, 2006-2007
AERA Mary Catherine Ellwein Outstanding Dissertation Award – Measurement and Quantitative Research Methodology, American Educational Research Association, Division D, 2005
Spencer Dissertation Fellowship for Research Related to Education, Spencer Foundation, 2003-2004
Joint Statistical Meetings Student Paper Competition Award, American Statistical Association, 2003
AERA Dissertation Grant, American Educational Research Association, 2002-2003
