Profile

Debbie Hahs-Vaughn received her Ph.D. in educational research from the University of Alabama and teaches quantitative statistics. Her research interests relate to complex sample data, program evaluation, and practitioner use of research to inform practice. She has experience in working with many complex datasets including the Family and Child Experiences Survey (FACES), Early Childhood Longitudinal Study Kindergarten Class (ECLS-K), Schools and Staffing Survey (SASS), Beginning Postsecondary Students Longitudinal Study (BPS), Survey of Doctorate Recipients (SDR), National Study of Postsecondary Faculty (NSOPF), and National Survey of Children’s Health (NSCH).

Dr. Hahs-Vaughn is a certified group design reviewer for the What Works Clearinghouse and is the recipient of numerous research, teaching, and service awards. She is the author of six statistics textbooks including, among others: Introduction to Statistical Concepts (2020) and Applied Multivariate Statistical Concepts (2016); a book chapter on Propensity Score Analysis; and approximately 60 articles in professional outlets.

Dr. Hahs-Vaughn is the past Executive Editor of the Measurement, Statistics, and Research Design section of and current Consulting Editor for the Journal of Experimental Education and editorial board member for Methods in Psychology. Professional service includes, among others, past Chair and Program Chair for the Advanced Studies of National Databases SIG (AERA), and Secretary/Treasurer for multiple AERA SIGs (Advanced Studies of National Databases, Multilevel Modeling, Structural Equation Modeling), and Treasurer, Florida Educational Research Association. Dr. Hahs-Vaughn is a founding and governing board member of the Galileo School for Gifted Learning and Advisory Board member for the Tangelo Park Program.

• Methodological issues associated with applying quantitative statistical methods to complex sample data and the application of complex sample data to studying substantive research questions
• Program evaluation including evaluation of and quality in research reporting, postsecondary issues, and school reform
• Scholarship of Teaching & Learning (SoTL) (i.e., practitioner use of research to inform their practice)

• Ph.D., Educational Research, University of Alabama
• MBA, Marketing emphasis, Southwest Missouri State University (now Missouri State University)
• BFA, Graphic Design, Southwest Missouri State University (now Missouri State University)

My primary research interest relates to methodological issues associated with applying quantitative statistical methods to survey data obtained under complex sampling designs and using complex survey data to answer substantive research questions. Complex sample data are data that have been collected by means other than a simple random sample. If analyzed without addressing the complex sample design, the results are likely to produce biased parameter estimates and underestimated standard errors. Methodological work related to complex samples assists others in making accurate claims when analyzing data from complex samples.

A secondary line of research relates to program evaluation, including evaluation of and quality in research reporting. Studies in which I have been involved range from assessing methodological quality of stuttering treatment to evaluating programs to assist children with autism to evaluating treatment of sporadic vestibular schwannoma to examining career preparation and more.

Through my Scholarship of Teaching & Learning (SoTL), my research focuses on understanding practitioner use of research to inform their practice with a particular focus on postsecondary environments. Studies in which I have been involved range from examining modality of statistics courses to examining program implementation by speech language pathologists to examining professional development.

• Methodological issues associated with applying quantitative statistical methods to complex sample data and the application of complex sample data to studying substantive research questions
• Program evaluation including evaluation of and quality in research reporting, postsecondary issues, and school reform
• Scholarship of Teaching & Learning (SoTL) (i.e., practitioner use of research to inform their practice).

Enhancing Quality in Teacher Preparation in Mathematics Within Urban Partnerships (grant #U336S180044)

• Sponsor: U.S. Department of Education
• Award Period: 1/1/2019 to 12/31/2023
• Total Award: $3,388,951

• Certified Group Design (Randomized Controlled Trials and Quasi-Experimental Designs) Reviewer for the U.S. Department of Education Institute for Education Sciences (IES) What Works Clearinghouse (WWC) (recertified, version 4.1 standards, Feb. 2020; version 4.0 standards, March 2018; version 3, October 2013)
• 2018, 2013, and 2009 Research Incentive Award (University of Central Florida)
• 2018, 2013, and 2009 Teaching Incentive Program Award (University of Central Florida)
• 2017 and 2007 College of Education Excellence in Graduate Teaching Award (University of Central Florida)
• 2016 and 2011 Scholarship of Teaching & Learning Award (University of Central Florida)
• 2015 Service Award, presented by the American Educational Research Association’s Educational Statistician’s Special Interest Group
• 2014 and 2009 College of Education Distinguished Researcher Award (University of Central Florida)
• 2013 Educational of the Year Award, presented by the Florida Educational Research Association
• 2012 Chuck G. Dziuban Excellence in Online Teaching Award Honorable Mention (University of Central Florida)

Throughout my academic career, I have sought and engaged in leadership service. Additionally, the service activities in which I participate enhance both my teaching and my research—in many cases, overlapping them.

• Editorial Board, (2004-2009, 2014-present) and Executive Editor (2009-December 2013) (Measurement, Statistics, and Research Design section), Journal of Experimental Education
• Editorial Board, Methods in Psychology (2019-present)
• Program Coordinator, Methodology, Measurement, and Analysis (2021-present)
• Secretary, Founding & Governing Board of Directors, Galileo School for Gifted Learning (2010-present)
• Advisory Board, Tangelo Park Community (Orange County, FL) (2004-present)
• Secretary/Treasurer, American Educational Research Association (AERA) Advanced Studies of National Databases Special Interest Group (SIG) (two-year term; 2020-2021 and 2021-2022)
• Secretary/Treasurer, American Educational Research Association (AERA) Multilevel Modeling Special Interest Group (SIG) (one-year term; 2018-2019)
• Secretary/Treasurer, American Educational Research Association (AERA) Structural Equation Modeling Special Interest Group (SIG) (two-year term; 2015-2016 and 2016-2017)
• Secretary/Treasurer, American Educational Research Association (AERA) Educational Statisticians Special Interest Group (SIG) (two-year term; 2013-2014 and 2014-2015)

• Statistics for Educational Data (EDF 6401; master's). The purpose of this course is to familiarize students with foundational descriptive and inferential statistics (t tests, chi square tests, bivariate correlation coefficients) so as to enable one to select appropriate methods and be able to apply them. While students are not expected to become expert statisticians, it is expected that given a specific research situation, students will know which method(s) to consider, select an appropriate method, and be able to conduct an analysis of research data. Emphasis is on understanding concepts rather than on derivation of formula, although statistical theory is not excluded.
• Quantitative Foundations of Educational Research (EDF 7403; doctoral). This course introduces students to quantitative statistical concepts and prepares students to work with data and statistical ideas, using statistical procedures effectively in research. Topics include, among others, analysis of variance (ANOVA), factorial ANOVA, random and mixed effects ANOVA, hierarchical and randomized block ANOVA, simple and multiple linear regression, analysis of covariance. This course was awarded Quality Blended Course designation (2021).
• Multilevel Data Analysis (EDF 7474, doctoral). This course considers the statistical foundations of multilevel linear models and focuses on their application in education and the behavioral sciences.