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I decided to pursue my doctorate to study both learning
and measurement as a way to better understand individual differences on
standardized test scores. However, with my background in computer
science and mathematics (and the availability of financial support for
research assistants who could analyze data), I accidentally became a
fairly competent data analyst and general methodologist. I also began to
enjoy the challenge of finding computerized statistical solutions to
research questions. In an attempt to understand the results of these
empirical analyses, I began to study mathematical artifacts of
statistical procedures, especially those used in measurement. My
interest in learning became transformed from a cognitive perspective
(investigating how and why people learn) to looking solely at indicators
of the success of learning as it relates to academic experiences.
Courses I teach
(all EPSY courses)
EPSY 5281—Introduction to Computer Operations and Data Analysis
in Education and Related Fields
EPSY 8264—Advanced Multiple Regression Analysis
EPSY 8267—Applied Multivariate Analysis
EPSY 8281—Advanced Statistical Computing and Data Analysis
EPSY 8290—Special Topics: Seminar in Psychological Foundations
EPSY 8993—Directed Study
Selected publications
Minnesota’s Education Yearbook 2001: The Status of Pre-K – 12
Education in Minnesota. Minneapolis, MN: Office of Educational
Accountability, College of Education and Human Development, University
of Minnesota, 2001.
Davenport, E. (w/L. Friedman) (1998). "Literacy gender gaps:
Evidence from the National Adult Literacy Survey." In C. Smith
(Ed.), Literacy in the 21st Century: Research, Policy, Practices and
the National Adult Literacy Survey. Westport CT: Greenwood.
Davenport, E. C., Jr., Davison, M. L., Kuang, H., Ding, S., &
Kim, S. (1998). "High school mathematics course-taking by gender
and ethnicity." American Educational Research Journal, 35,
497-514.
Davenport, E. (1997). "Testing and bias." Colors,
6(3).
Davenport, E. (1990). "Significance testing of congruence
coefficients: A good idea?" Educational and Psychological
Measurement, 50, 289-296. Revised July 2004
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