Dan Farley earned his PhD in March 2017. His dissertation involved academic growth modeling for middle school students with significant cognitive disabilities in reading using latent growth curve modeling, latent class growth analysis, and growth-mixture modeling. Missing data play a significant role in longitudinal modeling and Dan addressed missing data using multiple approaches, including multiple imputation, including known and unknown missingness mechanisms in analyses, and full information maximum likelihood.
Dan is currently serving as Interim Director of Assessment for the Oregon Department of Education. Prior to this assignment, he worked as a state and school administrator, educational diagnostician, and classroom teacher. His areas of expertise include alternate assessments based on alternate academic achievement standards (AA-AAAS), accommodations, response to intervention, and evaluation related to IDEA eligibility.
Dan's primary research interests are:
- Modeling academic growth for students with disabilities,
- Large-scale special education assessment, and
- Respectful accountability systems.
PhD, Educational Methodology, Policy, and Leadership, Quantitative Research Methods Specialization. University of Oregon, Eugene, OR. 2017.
M.A., Secondary Education, University of New Mexico, Albuquerque, NM. 1997.
B.A., Liberal Arts, St. John's College, Annapolis, MD. 1994.
Vita: Dan Farley_Vita