Spyros Konstantopoulos - Selected Publications#

1. Nye, B., Konstantopoulos, S., & Hedges, L.V. (2004). How Large are Teacher Effects?
Educational Evaluation and Policy Analysis, 26, 237-257.

2. Konstantopoulos, S. (2008). The Power of the Test for Treatment Effects in Three-Level
Cluster Randomized Designs. Journal of Research on Educational Effectiveness, 1, 66-88.

3. Konstantopoulos, S. & Chung, V. (2009). What Are the Long-Term Effects of Small Classes on the Achievement Gap? Evidence from the Lasting Benefits Study. American Journal of Education, 116 (1), 125-154.

4. Konstantopoulos S., & Chung, V. (2011). The Persistence of Teacher Effects in Elementary Grades.
American Educational Research Journal, 48, 361-386.

5. Konstantopoulos, S. (2011). Fixed effects and Variance Components Estimation in Three-Level Meta-Analysis.
Research Synthesis Methods, 2, 61-76.

6. Konstantopoulos, S., Miller, S., & van der Ploeg, A. (2013). The Impact of Indiana’s System of Interim Assessments
on Mathematics and Reading Achievement. Educational Evaluation and Policy Analysis, 35(4), 481-499.

7. Li. W., Konstantopoulos, S. (2016). Class Size Effects on Fourth Grade Mathematics
Achievement: Evidence from TIMSS 2011. Journal of Research on Educational Effectiveness, 9, 503-530.

8. Shen, T., & Konstantopoulos, S. (2017). Class Size Effects on Reading Achievement in
Europe: Evidence from PIRLS. Studies in Educational Evaluation, 53, 98-114.

9. Konstantopoulos, S., Li, W., Miller, S.R., & van der Ploeg, A. (2019). Using Quantile
Regression to Evaluate Intervention Effects beyond the Mean. Educational and
Psychological Measurement, 79, 5, 883-910.

10. Li, W., & Konstantopoulos, S. (2019). Power Computations for Polynomial Change
Models in Block Randomized Designs. Journal of Experimental Education, 87, 575-595.

According to google scholar:

Total citations: 6376
H-index: 32
I10 index: 58