Jordan Rickles

Assistant Professor

Jordan Rickles has more than 15 years of experience designing and conducting experimental and quasi-experimental research studies on policies, programs, and strategies for improving student learning opportunities and performance. He specializes in research design and quantitative methodology, with a particular interest in causal inference and methods to investigate variation in effects and practices across schools. Rickles has led multiple federally-funded studies, including a study of an online credit recovery program in Los Angeles high schools and a national evaluation of a middle school supplemental math program. In 2015, he was awarded an IES Statistical Research Methodology in Education Early Career Grant to study the implications of student attrition for study designs.

Programs

Academic Advising Specializations

Interests

Expertise

Titles and Positions

Assistant Professor

Education

Ph.D., Education (Social Research Methodology), University of California, Los Angeles
M.P.P., Public Policy, University of California, Los Angeles
B.S., Industrial and Labor Relations, Cornell University

Select Publications

Atchison, D., Clements, M, Rickles, J., Brodziak de los Reyes, I., & Heppen, J. (2023). Comparing the costs of online and teacher-directed credit recovery. Educational Policy. doi: 10.1177/08959048231207084
Rickles, J., Clements, M., Brodziak de los Reyes, I., Lachowicz, M., Lin, S., & Heppen, J. (2023). A Multisite Randomized Study of an Online Learning Approach to High School Credit Recovery: Effects on Student Experiences and Proximal Outcomes. Journal of Research on Educational Effectiveness. doi: 10.1080/19345747.2023.2198524
Rickles, J., Zeiser, K. L., Yang, R., O’Day, J., & Garet, M. S. (2019). Promoting deeper learning in high schools: Evidence of opportunities and outcomes. Educational Evaluation and Policy Analysis, 41(2), 214–234. doi: 10.3102/0162373719837949
Rickles, J., Zeiser, K. L., & West, B. (2018). Accounting for student attrition in power calculations: Benchmarks and guidance. Journal of Research on Educational Effectiveness, 11(4), 622-644. doi: 10.1080/19345747.2018.1502384
Rickles, J., Heppen, J. B., Allensworth, E., Sorensen, N., & Walters, K. (2018). Online credit recovery and the path to on-time high school graduation. Educational Researcher, 47(8), 481–491. doi: 10.3102/0013189X18788054
Heppen, J. B., Sorensen, N., Allensworth, E., Walters, K., Rickles, J., Taylor, S. S., & Michelman, V. (2017). The struggle to pass algebra: Online vs. face-to-face credit recovery for at-risk urban students. Journal of Research on Educational Effectiveness, 10(2), 272-296. doi: 10.1080/19345747.2016.1168500
Rickles, J. (2016). A review of Propensity Score Analysis: Fundamentals and developments. Journal of Educational and Behavioral Statistics, 41(1), 109-114. doi: 10.3102/1076998615621303
Rickles, J., & Seltzer, M. (2014). A two-stage propensity score matching strategy for treatment effect estimation in a multisite observational study. Journal of Educational and Behavioral Statistics, 39 (6): 612–636. doi: 10.3102/1076998614559748
Rickles, J. (2013). Examining heterogeneity in the effect of taking eighth-grade algebra on high school mathematics achievement. Journal of Educational Research, 106, 251–268. doi:10.1080/00220671.2012.692731
Rickles, J. (2011). Using interviews to understand the assignment mechanism in a non-experimental study: The case of 8th grade algebra. Evaluation Review, 35(5): 490–522. doi: 10.1177/0193841X11428644