Li, W., Dong, N., Maynard, R., Kelcey, B., Spybrook, J., & Xu, Y(g) (in press). A practitioner’s guide for sample size planning in the design of two-level randomized cost-effectiveness trials. Research on Social Work Practice. 

Dong, N., Maynard, R., Kelcey, B., Spybrook, J., Li, W., & Bowden, B. (2024). Advantages of Monte Carlo confidence intervals for incremental cost-effectiveness ratios: A comparison of five methods. Journal of Research on Educational Effectiveness. Advance online publication. https://doi-org.lp.hscl.ufl.edu/10.1080/19345747.2024.2393412   

Shen, Z., Li, W., & Leite, W. (2024). Statistical power and optimal design for randomized controlled trials investigating mediation effects. Psychological Methods. Advance online publication. https://doi-org.lp.hscl.ufl.edu/10.1037/met0000698 

Li, W., Dong, N., Xie, Y, Pham, D., Kelcey, B., & Spybrook, J. (2024). Cluster randomized experiments. Asia Pacific Education Review, 25, 685–701. 

Li, W., Dong, N., Maynard, R., Spybrook, J., & Kelcey, B. (2023). Experimental design and statistical power for cluster randomized cost-effectiveness trials. Journal of Research on Educational Effectiveness, 16(4), 681-706.

Li, W., & Konstantopoulos, S. (2022). Power Analysis for Moderator Effects in Longitudinal Cluster Randomized Designs. Educational and Psychological Measurement. https://doi.org/10.1177/00131644221077359 

Ding, Y., Li, W., Li, X. et al. Heterogeneous major preferences for extrinsic incentives: The effects of wage information on the gender gap in STEM major choice. Research in Higher Education 62, 1113–1145 (2021). https://doi.org/10.1007/s11162-021-09636-w  

Mann, B., Li, W., & Besnoy, K. (2021). Digital divides: K-12 student profiles and online learning. Education Policy Analysis Archives, 29(August - December). https://doi.org/10.14507/epaa.29.6351 

Li, W., Dong, N. & Maynard, R. (2020). Power analysis for two-level multisite randomized cost-effectiveness trials. Journal of Educational and Behavioral Statistics. Advance online publication. doi: 10.3102/1076998620911916

Konstantopoulos, S., Li, W., Miller, S., & van der Ploeg, A. (2019). Using quantile regression to estimate intervention effects beyond the mean. Educational and Psychological Measurement, 79(5), 883-910. 

Li, W., & Konstantopoulos, S. (2019). Power computations for polynomial change in block randomized designs. Journal of Experimental Education, 87(4), 575-595. 

Konstantopoulos, S., Li, W., Miller, S., & van der Ploeg, A. (2017a). The effect of interim assessments on the achievement gap in grades K-8: Evidence from the U.S. International Journal of Educational Research, 83, 160-180.

Li, W., & Konstantopoulos, S. (2017a). Does class size reduction close the achievement gap? Evidence from TIMSS 2011. School Effectiveness and School Improvement, 28, 292-330.

Li, W., & Konstantopoulos, S. (2017b). Power analysis for models of change in cluster randomized designs. Educational and Psychological Measurement, 77, 119-142.

Konstantopoulos, S., Li, W., Miller, S., & van der Ploeg, A. (2017b). Do interim assessments reduce race and SES achievement gaps?  Journal of Educational Research, 110, 319-330.

Li, W., & Konstantopoulos, S. (2016). Class size effects on fourth-grade mathematics achievement: Evidence from TIMSS 2011. Journal of Research on Educational Effectiveness, 9(4), 503-530.

Konstantopoulos, S., Miller, S., van der Ploeg, A. & Li, W. (2016). Effects of interim assessments on student achievement: Evidence from a large-scale experiment. Journal of Research on Educational Effectiveness, 9(SI), 188-208.

Goodwin, R., Li, W., Broda, M., Johnson, H. & Schneider, B. (2016). Improving college enrollment of at-risk students at the school level.  Journal of Education for Students Placed at Risk, 21(3), 143-156.

Konstantopoulos, S., Li, W., Miller, S., & van der Ploeg, A. (2016) Effects of interim assessments across the achievement distribution: Evidence from an experiment. Educational and Psychological Measurement, 76, 587-608.

Zhou, Y., Wong, Y. L., & Li, W. (2015). Educational choice and marketization in Hong Kong: the case of direct subsidy scheme schools. Asia Pacific Education Review, 16(4), 627-636.

Konstantopoulos, S., & Li, W. (2012a). Are there additional benefits from being in small classes for more than one year? Educational Research and Evaluation, 18, 671-685.

Konstantopoulos, S., & Li, W. (2012b). Modeling class size effects across the achievement distribution. International Journal of Sociology of Education, 1, 5-26.

Li, W. & Yue, C. (2009). An Analysis of Factor Affecting Employment of Graduates in 2007. Tsinghua Journal of Education, 30 (1), 88-95. [In Chinese]