Professor Hong is currently on maternity leave
Quantitative research methodology; Causal inference theories and methods; Experimental and quasi-experimental designs; Multi-level modeling; Longitudinal data analysis; Policy and program evaluation; Instructional effectiveness
My research has received support from the SSHRC, the Spencer Foundation, and the National Academy of Education, among other sources of funding. For information on Dr Hong's research activities see http://home.oise.utoronto.ca/~ghong
My focal interest is in developing causal inference theories and methods for evaluating educational policies and instructional programs in multi-level, longitudinal settings. My 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 the cumulative effects of 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 quantitative research methods are best illustrated and utilized through empirical investigations of prominent educational issues, I communicate 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, and intensive math instruction.
HDP3227 Multi-Level Modeling for Social Scientific and Educational Research
HDP1238 Causal Inference
HDP1238 Structural Equation Modeling
HDP1287 Introduction to Applied Statistics
HDP1288 Intermediate Statistics
Hong, G., & Yu, B. (In Press). Early Grade Retention and Children’s
Hong, G., & Raudenbush, S. W. (In Press). Causal inference for time-varying instructional treatments. Journal of Educational and Behavioral Statistics.
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.