Research
Publications
Miranda, A., & Rodriguez, M.C. (2023). Are bullying experiences and developmental assets associated with education outcomes for youth in foster care? Children and Youth Services Review, 155.
Rodriguez, M.C. (2022). Standards for social and emotional learning assessment. In J. Burrus, S. Rikoon, & M. Brenneman (Eds.), Assessing competencies for social and emotional learning (pp. 57-76). Routledge.
Miranda, A., & Rodriguez, M.C. (2022). Contexts of educational aspirations and school grades of rural students. The Russell Sage Foundation Journal of the Social Sciences, 8(3), 172-188.
Ersan, O., & Rodriguez, M.C. (2021). A positive youth development perspective on mental distress among American Indian/Alaska native youth. American Indian and Alaska Native Mental Health Research, 28(2), 1-32.
Rodriguez, M.C., Chavez, C., Do, T., Miranda, A., Palma, J.R., & Smith, M. (2020). The sociocultural contexts of learning: A brief literature review. Chan Zuckerberg Initiative.
Bulut, O., Xiao, J., Rodriguez, M.C., & Gorgun, G. (2020). An empirical investigation of factors contributing to item nonresponse in self-reported bullying instruments. Journal of School Violence, 19(4), 539-552.
Vue, K., & Rodriguez, M.C. (2018). The role of social and emotional skills and supports for Hmong student achievement. Hmong Studies Journal, 19(1), 1-37.
Van Boekel, M., Bulut, O., Stanke, L., Palma Zamora, J.R., Jang, Y., Kang, Y., Nickodem, K. (2016). Effects of participation in school sports on academic and social functioning. Journal of Applied Developmental Psychology, 46, 31-40.
Bulut, O., Palma, J., Rodriguez, M.C., & Stanke, L. (2015). Evaluating measurement invariance in the measurement of developmental assets in Latino English language groups across developmental stages. Sage Open, 5(2).
Scales, P.C., Roehlkepartain, E.C., Wallace, T., Inselman, A., Stephenson, P., & Rodriguez, M.C. (2015). Assessing youth well-being in a global emergency setting: Early results from the Emergency Developmental Assets Profile. Journal of Adolescence, 45, 98-102.
Rodriguez, M.C., Morrobel, D., & Villarruel, F.A. (2003). Research realities and a vision of success for Latino youth development. In F.A. Villarruel, D.F. Perkins, L.M. Borden, & J.G. Keith (Eds.), Community youth development: Programs, policies, and practices (pp. 47-78). SAGE Publications.
Reports about the MN Student Survey
2013-2022 Technical Report on Development Skills, Supports, & Challenges from the Minnesota Student Survey (updated August 2023)
2013-2019 MN Student-Community Profiles of Developmental Skills/Supports
2013-2019 Minnesota Student Survey Differential Item Functioning Results (excel workbook)
Listening to Students: What MN Youth tell us about their Developmental Skills, Supports, and Challenges. (Presented May 2, 2018 at the MN Disproportionality Convening at MDE)
2013-16 MN Student Survey Statewide Summary Report (Developmental Skills, Supports, & Challenges)
2013-16 MSS Technical Report (relevant for papers prior to 2020)
Reports and Studies from the SERU & gradSERU
School & Community Contexts
Trends in sense of belonging during challenging times for adolescents (2024 AERA)
Sense of belonging scale development and viability (2021, Tai Do, M.A. Thesis)
The role of school connectedness in the adolescent transition to middle school (2020, Stacy Karl, M.A. Thesis)
Exploring the developmental skills & supports of students in special education (2020 AERA)
A measure of diversity (2020 NCME)
Social and emotional learning ICCs and associations with school composition and achievement (2019 NCME)
Investigating socioeconomic status proxies: is one proxy enough? (2018 AERA)
A re-examination of the importance of students’ school connectedness (2016 AERA)
Measuring ethnic diversity in schools (2015 AERA)
Examining the importance of students’ sense of belonging in school (2014 AERA)
Using school climate to positively develop youth (2013 AERA)
Attitudes toward school and school plans, given levels of family alcohol, substance, and physical abuse (2012 AERA)
Race, Ethnicity, & Gender Identity
Exploring variance with different levels of data disaggregation (2022 NCME)
Moderating the likelihood of bullying victimization in the intersection of race & ethnicity, and gender expression (2021, Carlos Chavez, M.A. Thesis)
Somali students development skills, supports, and aspirations (2020 AERA)
Do LGB students feel safe and why does it matter (2019, Rik Lamm, M.A. Thesis)
Teacher-school support, academic goals, and proportion of Latino students: How do they interact? (2019 AERA)
Racial and gender expression discrimination among high school students background (2019 AERA)
Mental distress: Risk and protective factors among American Indian youth (2018 AERA)
Do LGB students feel safe and why does it matter? (2018 AERA)
The role of support and OST structure for American Indian student post high-school goals (2107 AERA)
Achieving goals: The role of support and structure for Latina/o student post high-school goals (2016 AERA)
Exploring American Indian students’ non-response to educational goals (2016 SPSSI)
Latino youth’s beliefs and attitudes and their influence on after-school activity participation (2011 AERA)
Positive Latino youth development: The impact of perceived community support on Latino youths’ school plans (2010 AERA)
Assets in individual, family, and community-based research—Latino style (2007, Centro Campesino, MN)
Latino youth development: A vision of success in a period of empirical drought (2002, AERA)
Out-of-School-Time Participation
School and community sports participation and positive youth developmental: A multilevel analysis (2018 AERA)
The role of out-of-school-time positive experiences on risky behaviors (2018 AERA)
Interaction among gender, race/ethnicity, and school sports participation in youth development (2017 AERA)
Investigating the role of support in athletes’ and non-athletes’ academic achievement: An SEM approach (2017 AERA)
LGB students and school sports: A positive youth development approach (2016 AERA)
After-school participation and the association with developmental outcomes (2016 SPSSI)
School sports and positive youth development (2016 SPSSI)
Effects of participation in school sports on academic and social outcome variables (2015 AERA)
Investigating the effects of school sports on academic and social outcomes (2014 AERA)
Examining after school activities: Do breadth and intensity matter? (2014 AERA)
Investigating out-of-school time experiences: Background, attitudes, values, and beliefs (2007 AERA)
A look at out-of-school-time activities and individual characteristics of youth (2008, U of M Extension Service)
Validity Evidence & Psychometrics
Item parameter drift of social and emotional learning measures over time (2024 NCME)
Investigating “books at home” as an indicator of student socioeconomic status (2024 NCME)
Examining noneffortful responding in survey responses and SEL measure (2024 NCME)
A cohort change model for longitudinal analysis of anonymous student surveys (2022 NCME)
Using psychometric models to measure social and emotional learning constructs (2020, Mireya Carmen-Martinez Smith, Dissertation)
Multilevel reliability for social and emotional learning measures (2020 NCME)
Empirical standard setting for SEL measures via the proposed interpretive argument (2020 NCME)
Interpretation and use validation of social and emotional learning measures in inequitable settings (2019 NCME)
Investigating internal structure of social and emotional learning measures: A bifactor approach (2019 NCME)
Psychometric evaluation of social and emotional learning measures: Applying multidimensional IRT (2019 NCME)
Measurement invariance of an international developmental assets measure: Alignment of 29 countries (2019 NCME)
Nonresponse issue in noncognitive measures: Validity approach using explanatory item response modeling (2019 NCME)
A validity argument sensitivity analysis of social and emotional learning measures with few items (2019 NCME)
A psychometric perspective on SEL assessment [Blog post]. (2018, CASEL Measuring SEL Network)
Response processes in noncognitive measures: Validity evidence from explanatory item response modeling (2018 NCME)
Measurement invariance in noncognitive measures: Validity approach using explanatory item response modeling (2018 NCME)
Comprehensive partitioning of student achievement variance to inform equitable policy design (2018 NCME)
Measuring being bullied in the context of racial and religious DIF (2016 NCME)
Investigating linear and nonlinear item parameter drift with explanatory IRT models (2016 NCME)
Rigorous measurement from a statewide youth survey (2016 SPSSI)
Implications of using multilevel latent class analyses on school policy interventions (2014 AERA)
Examining item parameter drift as a source of construct shift (2013 AERA)
Effects of positive assets and socio-economic status on academic performance (2012 AERA)
Multilevel modeling of item parameter drift (2012 NCME)
Other Reports from the Research Team
Avoiding a train wreck: Working with constituents to rethink equity in assessment (2022 NCME)
Toward more equitable measurement and assessment: Implications for the Test Standards (2022 AERA)
Validating claims about test score interpretation and use (and nonuse) (2022 APA)
Analyzing & reporting achievement gaps: Guidance for Minnesota schools (2016)
Social & Emotional Learning Resources
SEL Assessment Technical Guidebook - Buros Center for Testing
SEL Resource Finder - University of British Columbia
Search Institute - Minneapolis, MN
Collaborative for Academic, Social, and Emotional Learning (CASEL) - Chicago, IL
SEL Competencies & Benchmarks in Minnesota - MN Department of Education