Publications & Writing

Pier, L. & Rice, A. (2024, December 2). Research and technology: A tale of two cultures. Education Analytics. https://www.edanalytics.org/blog/research-and-technology-a-tale-of-two-cultures

Pier, L. (2024, September 27). Three takeaways from the Knowledge Alliance fall forum on K-12 to career pipeline opportunities. Education Analytics. https://www.edanalytics.org/blog/3-take-aways-from-the-knowledge-alliance-fall-forum-on-k-12-to-career-pipeline-opportunities

Stewart, M. S., Pier, L., Ralyea, D., & Rice, A. (2023). Interoperability and data standards in the K-12 education sector: Intersections with data justice. Learning, Media and Technology. doi: 10.1080/17439884.2023.2190121

Pier, L. (2022, December 12). Levels of data security certification: EA’s SOC2 journey. Education Analytics. https://www.edanalytics.org/blog/levels-of-data-security-certification-eas-soc2-journey

Pier, L. & Christian, M. S. (2022, March 7). Monitoring statewide academic recovery after COVID-19: Evidence from South Carolina. Education Analytics. https://www.edanalytics.org/blog/monitoring-statewide-academic-recovery-after-covid-19-evidence-from-south-carolina

Fricke, H., Loeb, S., Meyer, R. H., Rice, A. B., Pier, L., & Hough, H. (2021). Stability of school contributions to student social-emotional learning gains. American Journal of Education. doi: 10.1086/716550

Pier, L. (2021, July 15). The road to recovery: What last year’s data can tell us about next year’s plans. EdSource. https://edsource.org/2021/the-road-to-recovery-what-last-years-data-can-tell-us-about-next-years-plans/658046.

Pier, L., Christian, M., Tymeson, H., & Meyer, R. H. (2021). COVID-19 impacts on student learning: Evidence from interim assessments in California. Stanford, CA: Policy Analysis for California Education.

Wang, C., Pier, L., Meyer, R. H., & Webster, N. (2021). Student well-being and learning conditions during the pandemic: Evidence from the CORE Districts. Stanford, CA: Policy Analysis for California Education.

Pier, L., Hough, H. J., Christian, M., Bookman, N., Wilkenfeld, B., & Miller, R. (2021). COVID-19 and the educational equity crisis: Evidence on learning loss from the CORE Data Collaborative (Commentary). Stanford, CA: Policy Analysis for California Education.

Bolt, D., Wang, Y. C., Meyer, R. H., & Pier, L. (2020). An IRT mixture model for rating scale confusion associated with negatively worded items in measures of social-emotional learning. Applied Measurement in Education, 33(4). doi: 10.1080/08957347.2020.1789140

West, M. R., Pier, L., Fricke, H., Hough, H., Loeb, S., Meyer, R. H., & Rice, A. B. (2020). Trends in student social-emotional learning: Evidence from the first large-scale panel student survey. Educational Evaluation and Policy Analysis, 42(2). doi: 10.3102/0162373720912236

Meyer, R. H., Pier, L., Mader, J., Christian, M. Rice, A. B., Loeb, S., Fricke, H., & Hough, H. (2019). Can we measure classroom supports for social emotional learning? Applying value-added models to student surveys in the CORE Districts (Working Paper & Policy Brief). Stanford, CA: Policy Analysis for California Education.

Bolt, D. M., Wang, Y. C., Meyer, R. H., & Pier, L. (2019). An IRT mixture model for rating scale confusion associated with negatively worded items in measures of social-emotional learning (Working Paper). Stanford, CA: Policy Analysis for California Education. 

Alibali, M. W., Nathan, M. J., Boncoddo, R., & Pier, E. L. (2019). Managing common ground in the classroom: Teachers use gestures to support students’ contributions to classroom discourse. ZDM Mathematics Education, 51, 347-360. doi: 10.1007/s11858-019-01043-x

Pier, E. L., Walkington, C., Clinton, V., Boncoddo, R., Williams-Pierce, C., Alibali, M. W., & Nathan, M. J. (2019). Embodied truths: How dynamic gestures and speech contribute to mathematical proof practices. Contemporary Educational Psychology, 58, 44-57. doi: 10.1016/j.cedpsych.2019.01.012

Pier, E. L., Raclaw, J., Carnes, M., Ford, C. E., & Kaatz, A. (2019). Laughter and the chair: Social pressures influencing scoring during grant peer review meetings. Journal of General Internal Medicine, 34, 513-514. doi: 10.1007/s11606-018-4751-9

West, M. R., Fricke, H., & Pier, L. (2018). Trends in student social-emotional learning: Evidence from the CORE districts (Policy Brief). Stanford, CA: Policy Analysis for California Education. 

West, M. R., Pier, L., Fricke, H., Hough, H., Loeb, S., Meyer, R. H., & Rice, A. B. (2018). Trends in student social-emotional learning: Evidence from the CORE districts (Working Paper). Stanford, CA: Policy Analysis for California Education. 

Pier, E. L., Brauer, M., Filut, A., Kaatz, A., Raclaw, J., Nathan, M. J., Ford, E. C., & Carnes, M. (2018). Low agreement among reviewers evaluating the same NIH grant application. Proceedings of the National Academy of Sciences of the United States of America. doi: 10.1073/pnas.1714379115

Pier, E. L., Raclaw, J., Kaatz, A., Brauer, M., Carnes, M., Nathan, M. J. & Ford, C. E. (2017). “Your comments are meaner than your score:” Score Calibration Talk influences intra- and inter-panel variability during scientific grant peer review. Research Evaluation, 26(1), 1-14. doi: 10.1093/reseval/rvw025

Williams-Pierce, C.C., Pier, E. L., Walkington, C., Clinton, V., Boncoddo, R., Nathan, M.J., & Alibali, M. W. (2017).  What we say and how we do: Action, gesture, and language in proving.  Journal for Research in Mathematics Education, 48(3), 248-260. doi: 10.5951/jresematheduc.48.3.0248

Pier, E. L., & Nathan, M. J. (2016). A review of ‘Mathematics and the body: Material entanglements in the classroom.’ Journal for Research in Mathematics Education, 47(4), 423–427.

Pier, E. L., Raclaw, J., Nathan, M. J., Kaatz, A., Carnes, M., & Ford, C. E. (2015). Studying the study section: How group decision making in person and via videoconferencing affects the grant peer review process (WCER Working Paper No. 2015-6). Available from The University of Wisconsin–Madison, Wisconsin Center for Education Research. 

Nathan, M., Walkington, C., Boncoddo, R., Pier, E. L., Williams, C., & Alibali, M. (2014). Actions speak louder with words: The roles of action and pedagogical language for grounding mathematical reasoning. Learning and Instruction, 33, 182–193. doi: 10.1016/j.learninstruc.2014.07.001