{"id":145,"date":"2025-02-07T09:30:40","date_gmt":"2025-02-07T17:30:40","guid":{"rendered":"https:\/\/labs.wsu.edu\/lsd\/?page_id=145"},"modified":"2026-09-10T13:10:30","modified_gmt":"2026-09-10T20:10:30","slug":"what-we-do","status":"publish","type":"page","link":"https:\/\/labs.wsu.edu\/lsd\/what-we-do\/","title":{"rendered":"What we do"},"content":{"rendered":"<br \/>\n<section id=\"builder-section-1738949022588\" class=\"row single gutter pad-top\">\n<div style=\"\" class=\"column one \">\n<p>The Large-Scale Data Lab supports research through <strong>advanced quantitative methods, educational measurement, psychometrics, and computational approaches to complex data<\/strong>. Our work spans education, psychology, health, and related interdisciplinary fields, with particular strengths in large-scale assessment and survey data, measurement, longitudinal data, and modern statistical and machine-learning methods. The lab also provides secure computing infrastructure and access to specialized resources for working with confidential and restricted-use datasets.<\/p>\n<h2><span style=\"color: #993300\">Large-Scale Assessment &amp; Survey Data<\/span><\/h2>\n<p class=\"isSelectedEnd\">We support research using large-scale assessments and surveys, including <strong>NAEP and other national and international assessment programs<\/strong>. Our expertise includes complex sample designs, sampling weights, variance estimation, plausible values, multilevel structures, missing data, and the analysis and interpretation of large-scale assessment and survey data.\u00a0<strong>Examples include:<\/strong><\/p>\n<ul data-spread=\"false\">\n<li>Analysis of NAEP and international large-scale assessment data<\/li>\n<li>Research on opportunity gaps and educational outcomes<\/li>\n<li>Complex survey and multilevel modeling<\/li>\n<li>Methodological research on variance estimation and sampling<\/li>\n<li>Research using process data from digitally based assessments<\/li>\n<\/ul>\n<h4>Selected publications:<\/h4>\n<ul>\n<li>NAEP\n<ul>\n<li>Ardasheva, Y., <strong>Dai, S.<\/strong>, &amp; Kangas, S. (2026). Opportunity gap at the intersection of language, disability, and science. <em>Science Education,<\/em> <em>11<\/em><em>0<\/em>(2), 400-417<em>.<\/em> <a href=\"https:\/\/doi.org\/10.1002\/sce.70011\">https:\/\/doi.org\/10.1002\/sce.70011<\/a>.<\/li>\n<li>Kangas, S., <strong>Dai, S.,<\/strong> &amp; Ardasheva, Y. (2024). The Intersection of language and disability: Progress of English learners with disabilities on NAEP reading. <em>The Journal of Special Education, 58<\/em>(2), 88-99. <a href=\"https:\/\/doi.org\/10.1177\/00224669231213054\">https:\/\/doi.org\/10.1177\/00224669231213054<\/a><em>. <\/em><\/li>\n<li>Svetina, D., <strong>Dai, S.<\/strong>, &amp; Wang, X. (2017). Use of cognitive diagnostic model to study differential item functioning in accommodations. Behaviormetrika, <em>44(<\/em>2), 313-349. <a href=\"https:\/\/doi.org\/10.1007\/s41237-017-0021-0\">https:\/\/doi.org\/10.1007\/s41237-017-0021-0<\/a>.<\/li>\n<\/ul>\n<\/li>\n<li>Other Large-Scale Assessments\n<ul>\n<li>Taylor, J.P., Ramazan, O., Whittenburg, H.N., Sheftel, A., &amp; <strong>Dai, S.<\/strong> (2025). Career and technical educational experiences and career trajectories of youth with disabilities: An examination of High School Longitudinal Study data. <em>Career and Technical Education Research.<\/em><\/li>\n<li>Vo, T., <strong>Dai, S.<\/strong>, &amp; French, B.F. (2024). Black girls\u2019 mathematics and science identities using large-scale assessment and survey data: A QuantCrit framework. <em>Methods in Psychology,<\/em><em> 11,<\/em> 100158. <a href=\"https:\/\/doi.org\/10.1016\/j.metip.2024.100158\">https:\/\/doi.org\/10.1016\/j.metip.2024.100158<\/a>.<\/li>\n<li><strong>Dai, S.,<\/strong>\u00a0Hao, T., Ardasheva, Y., Ramazan, O., Danielson, R., &amp; Austin, B. (2023). PISA reading achievement: Identifying predictors and examining model generalizability for multilingual students.<em>\u00a0Reading and Writing<\/em><em>,<\/em> <em>36<\/em>, 2763\u20132795. <a href=\"https:\/\/doi.org\/10.1007\/s11145-022-10357-4\">https:\/\/doi.org\/10.1007\/s11145-022-10357-4<\/a>.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<h2><span style=\"color: #993300\">Quantitative &amp; Statistical Methods<\/span><\/h2>\n<p class=\"isSelectedEnd\">We provide expertise in advanced quantitative methods for analyzing complex, longitudinal, and high-dimensional data. Methods include <strong>multilevel modeling, longitudinal analysis, missing-data methods, machine learning, and other modern statistical approaches<\/strong>.\u00a0Our work emphasizes selecting and implementing methods that reflect the data structure and the substantive research questions.<\/p>\n<h4>Selected projects, grants, &amp; contracts:<\/h4>\n<ul>\n<li>2023-2024, <strong>Statistician<\/strong>, <em>Creating adaptive, wearable technologies to assess and intervene for individuals with ADRDs.<\/em> PI: Schmitter-Edgecombe, M. National Institute on Aging (#R35 AG071451), 2021-2026, Amount: $4,590,000.<\/li>\n<li>2023-2024, <strong>Statistician<\/strong>, <em>Multi-modal assessment and intervention for functional independence<\/em>. PI: Schmitter-Edgecombe, M. National Institute on Aging (#R01 AG065218), 2020-2025, Amount: $2,992,391.<\/li>\n<li>2022, <strong>Statistician<\/strong>, <em>Clinician-in-the-loop smart technology to support health monitoring and intervention for chronic conditions<\/em>. PIs: Cook\/Fritz\/Schmitter-Edgecombe. NIH: National Institute of Nursing Research (#R01 NINR016732), 2017-2022, Amount: $1,826,091.<\/li>\n<\/ul>\n<h4>Selected publications:<\/h4>\n<ul>\n<li>Luna, K., <strong>Dai, S.,<\/strong> Pagan, C., Liu, C., &amp; Schmitter-Edgecombe, M. (2025). Examining intra-individual variability of ecological momentary assessment with multilevel modeling: A systematic review and recommendations for research and practice. <em>The Clinical Neuropsychologist<\/em>. Advance online\u00a0publication. <a href=\"https:\/\/doi.org\/10.1080\/13854046.2025.2592660\">https:\/\/doi.org\/10.1080\/13854046.2025.2592660<\/a>.<\/li>\n<li>Schmitter-Edgecombe, M., Luna, C., Beech, B.,\u00a0<strong>Dai, S.<\/strong>, &amp; Cook, D. (2024). Capturing cognitive capacity in the everyday environment across a continuum of cognitive decline using a smartwatch n-back task and ecological momentary assessment. <em>Neuropsychology<\/em>. Advanced online publication. <a href=\"https:\/\/psycnet.apa.org\/doi\/10.1037\/neu0000984\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.1037\/neu0000984<\/a><\/li>\n<li><strong>Dai, S.,<\/strong> Kehinde, O.J., Schmitter-Edgecombe, M., &amp; French, B. (2022). Modeling daily fluctuations in everyday cognition and health behaviors at general and person-specific levels: A GIMME analysis. <em>Behaviormetrika. 50<\/em>, 563\u2013583. <em><a href=\"https:\/\/doi.org\/10.1007\/s41237-022-00191-x\">https:\/\/doi.org\/10.1007\/s41237-022-00191-x<\/a>.\u00a0<\/em><\/li>\n<\/ul>\n<h2><span style=\"color: #993300\">Data Science &amp; Machine Learning<\/span><\/h2>\n<p class=\"isSelectedEnd\">We integrate <strong>machine learning and data-science methods with traditional statistical and psychometric approaches<\/strong> to address increasingly complex research problems.\u00a0Applications include prediction, feature selection, classification, nonlinear relationships, model comparison, and the identification of heterogeneous patterns in high-dimensional data. When appropriate, these approaches are combined with theory-driven and measurement-based methods to balance predictive performance, interpretability, and substantive meaning.<\/p>\n<h4>Selected publications:<\/h4>\n<ul>\n<li>Ramazan, O., <strong>Dai, S.<\/strong>, Danielson, R., Ardasheva, Y., Hao, T., &amp; Austin, B. (2023). <em>Students\u2019 2018 PISA reading self-concept: Identifying predictors and examining model generalizability for emergent bilinguals<\/em><em>.<\/em> <em>Journal of School Psychology, 101<\/em>, 101254. <a href=\"https:\/\/doi.org\/10.1016\/j.jsp.2023.101254\">https:\/\/doi.org\/10.1016\/j.jsp.2023.101254<\/a>.<\/li>\n<li><strong>Dai, S.,<\/strong>\u00a0Hao, T., Ardasheva, Y., Ramazan, O., Danielson, R., &amp; Austin, B. (2023). PISA reading achievement: Identifying predictors and examining model generalizability for multilingual students.<em>\u00a0Reading and Writing<\/em><em>,<\/em> <em>36<\/em>, 2763\u20132795. <a href=\"https:\/\/doi.org\/10.1007\/s11145-022-10357-4\">https:\/\/doi.org\/10.1007\/s11145-022-10357-4<\/a>.<\/li>\n<\/ul>\n<h2><span style=\"color: #993300\">Measurement &amp; Psychometrics<\/span><\/h2>\n<p class=\"isSelectedEnd\">We conduct research in <strong>educational and psychological measurement<\/strong>, including classical test theory, item response theory (IRT), differential item functioning, scale development, and the analysis of polytomous and rating-scale data.\u00a0We also investigate methodological issues related to <strong>missing responses, sample size, response categories, model performance, and measurement validity<\/strong>.<\/p>\n<h4>Selected projects &amp; grants:<\/h4>\n<ul>\n<li>2021-2022, <strong>Psychometrician<\/strong> <strong>and<\/strong> <strong>Statistician<\/strong>, <em>Data analysis for the motivated strategies for learning questionnaire (MSLQ) project<\/em>. (With A. Adesope). WSU Pharmacy and Pharmaceutical Sciences. Amount: $18,288.<\/li>\n<\/ul>\n<h4>Selected publications:<\/h4>\n<ul>\n<li>Svetina Valdivia, D., &amp; <strong>Dai, S.<\/strong> (2023). Number of response categories and sample size requirements in polytomous IRT models. <em>Journal of Experimental Education<\/em>. <em>92 <\/em>(1), 154-185. <a href=\"https:\/\/doi.org\/10.1080\/00220973.2022.2153783\">https:\/\/doi.org\/10.1080\/00220973.2022.2153783<\/a><\/li>\n<li><strong>Dai, S.,<\/strong> Vo, T., Kehinde, O.J., He, H., Xue, Y., Demir, C., &amp; Wang, X. (2021). Performance of polytomous IRT models with rating scale data: An investigation over sample size, instrument length, and missing data. <em>Frontiers in Education &#8211; Assessment, Testing and Applied Measurement, 6, <\/em>721963. <a href=\"https:\/\/www.frontiersin.org\/articles\/10.3389\/feduc.2021.721963\">https:\/\/www.frontiersin.org\/articles\/10.3389\/feduc.2021.721963<\/a><\/li>\n<li><strong>Dai, S.<\/strong> (2021). Handling missing responses in psychometrics: Methods and software. <em>Psych, 3, <\/em>673-693. <a href=\"https:\/\/www.mdpi.com\/2624-8611\/3\/4\/43\">https:\/\/doi.org\/10.3390\/psych3040043<\/a><\/li>\n<\/ul>\n<h2><span style=\"color: #800000\">Instrument Development &amp; Validation<\/span><\/h2>\n<p class=\"isSelectedEnd\">The lab supports the development and evaluation of measures and assessment instruments, from <strong>construct definition and item development through psychometric evaluation and validation<\/strong>.\u00a0Our work includes scale development, reliability and validity evidence, item-level analysis, and the evaluation of measurement properties across populations and contexts.<\/p>\n<h4>Selected projects &amp; grants:<\/h4>\n<ul>\n<li>2019-2020, <strong>Psychometrician<\/strong>, <em>Psychometric analysis for the IT-related self-efficacy measure.<\/em> WSU Carson College of Business. (With D. Compeau). Amount: $6,000.<\/li>\n<\/ul>\n<h4>Selected publications:<\/h4>\n<ul>\n<li>Danielson, R.W., Gale, M.S., <strong>Dai, S.<\/strong>, Seyranian, V., Heddy, B., Marsh, J., &amp; Polikoff, M.S. (2023). The development and validation of the elementary activity interest measure. <em>Journal of Experimental Education<\/em>. Advanced online publication. <a href=\"https:\/\/doi.org\/10.1080\/00220973.2023.2276933\">https:\/\/doi.org\/10.1080\/00220973.2023.2276933<\/a><\/li>\n<li>Schmitter-Edgecombe, M., Rahman, S., <strong>Dai, S.<\/strong>, Woo, E., &amp; Libon, D. (2025). Cutoffs of the instrumental activities of daily living &#8211; compensation (IADL-C) scale for identification of functional limitations consistent with mild cognitive impairment and dementia. <em>Archives of Clinical Neuropsychology, <\/em>Advanced online publication. <a href=\"https:\/\/doi.org\/10.1093\/arclin\/acaf028\">https:\/\/doi.org\/10.1093\/arclin\/acaf028<\/a>.<\/li>\n<\/ul>\n<h2><span style=\"color: #993300\">Program Evaluation &amp; Applied Research<\/span><\/h2>\n<p class=\"isSelectedEnd\">The lab contributes quantitative and methodological expertise to <strong>program evaluation and interdisciplinary applied research<\/strong>. This work includes evaluation design, statistical analysis, interpreting findings, and communicating results to researchers, practitioners, and other stakeholders. Our collaborations have included projects in education, health, aging, clinical research, and community-based programs.<\/p>\n<h4>Selected projects &amp; grants:<\/h4>\n<ul>\n<li>2025-2029, <strong>Co-Principal Investigator &amp; Program Evaluator<\/strong>, <em>Certifying and Advancing Multilingual Teachers by Increasing Numbers Through Three Grow-Your-Own Strands (CAMINOS)<\/em>. PI: Y. Ardasheva. Department of Education &#8211; National Professional Development (NPD) Grant. Amount: $3,067,509.<\/li>\n<li>2016-2017, <strong>Program Evaluator<\/strong>,\u00a0<em>The Indiana Maternal, Infant, Early Childhood Home Visiting Program Evaluation Project; The Indiana Project of Linking Actions for Unmet Needs in Children\u2019s Health project; <\/em>and <em>the Project of Optimizing School Health and Learning Coordination.<\/em><\/li>\n<\/ul>\n<h4>Selected evaluation reports:<\/h4>\n<ul>\n<li>Howland, A., Wu, P-J., &amp; <strong>Dai, S<\/strong> (2016).\u00a0<em>The Indiana Maternal, Infant, Early Childhood Home Visiting Program (IN-MIECHV)<\/em>\u00a0<em>Quarterly Benchmark Reports for FY15<\/em>. Report discussions presented to the Indiana State Department of Health, Indiana Department of Child Services, Healthy Families Indiana, and Indiana Nurse-Family Partnership, Indianapolis, IN.<\/li>\n<\/ul>\n<h2><span style=\"color: #993300\">Statistical Software &amp; Reproducible Research<\/span><\/h2>\n<p class=\"isSelectedEnd\">The lab develops and contributes to <strong>R-based statistical software<\/strong> that makes quantitative and psychometric methods accessible to researchers and practitioners.\u00a0 Examples include tools for diagnostic accuracy, differential item functioning, subscore computation, and missing-response imputation.<\/p>\n<h4>Selected software:<\/h4>\n<ul>\n<li><strong>Dai, S.<\/strong>, Kehinde, O.J., French, B.F., Schmitter-Edgecombe, M. (2020). ROCpsych: Compute and compare diagnostic test statistics across groups. (R package version 1.3) [Computer software]. <a href=\"https:\/\/CRAN.R-project.org\/package=ROCpsych\">https:\/\/CRAN.R-project.org\/package=ROCpsych<\/a>.<\/li>\n<li><strong>Dai, S.<\/strong>, French, B.F., Finch, W. H. (2020). DIFplus: Multilevel Mantel-Haenszel statistics for differential item functioning detection. (R package version 1.1) [Computer software].<br \/>\n<a href=\"https:\/\/cran.r-project.org\/package=DIFplus\">https:\/\/cran.r-project.org\/package=DIFplus<\/a>.<\/li>\n<li><strong>Dai, S.,<\/strong> Wang, X., &amp; Svetina, D. (2022). subscore: Subscore computing functions in classical test theory. (R package version 3.3) [Computer software]. <a href=\"http:\/\/CRAN.R-project.org\/package=subscore\">http:\/\/CRAN.R-project.org\/package=subscore<\/a>.<\/li>\n<li><strong>Dai, S.,<\/strong> Wang, X., &amp; Svetina, D. (2021). TestDataImputation: Missing item responses imputation for test and assessment data. (R package version 2.2) [Computer software]. <a href=\"http:\/\/CRAN.R-project.org\/package=TestDataImputation\">http:\/\/CRAN.R-project.org\/package=TestDataImputation<\/a>.<\/li>\n<\/ul>\n<h2><span style=\"color: #993300\">Research, Collaboration &amp; Training<\/span><\/h2>\n<p class=\"isSelectedEnd\">Beyond individual projects, the LSD Lab provides a collaborative environment for <strong>faculty and student research, interdisciplinary collaboration, and methodological training<\/strong>.<\/p>\n<p>Students and researchers have opportunities to work with real-world complex datasets, apply advanced quantitative methods, develop reproducible analytical workflows, and communicate quantitative findings to interdisciplinary audiences.<\/p>\n<p><img decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-254 aligncenter\" src=\"https:\/\/wpcdn.web.wsu.edu\/wp-labs\/uploads\/sites\/2619\/2025\/03\/Slide8-396x169.jpg\" alt=\"\" width=\"396\" height=\"169\" srcset=\"https:\/\/wpcdn.web.wsu.edu\/wp-labs\/uploads\/sites\/2619\/2025\/03\/Slide8-396x169.jpg 396w, https:\/\/wpcdn.web.wsu.edu\/wp-labs\/uploads\/sites\/2619\/2025\/03\/Slide8.jpg 640w\" sizes=\"(max-width: 396px) 100vw, 396px\" \/><\/p>\n<\/p><\/div>\n<\/section>\n","protected":false},"excerpt":{"rendered":"<p>The Large-Scale Data Lab supports research through <strong>advanced quantitative methods, educational measurement, psychometrics, and computational approaches to complex data<\/strong>. Our work spans education, psychology, health, and related interdisciplinary fields, with particular strengths in large-scale assessment and survey data, measurement, longitudinal data, and modern statistical and machine-learning methods. The lab also provides secure computing infrastructure and access to specialized resources for working with confidential and restricted-use datasets.<\/p>\n<h2>Large-Scale Assessment &amp; Survey Data<\/h2>\n<p class=\"isSelectedEnd\">We support research using large-scale assessments and surveys, including <strong>NAEP and other national and international assessment programs<\/strong>. Our expertise includes complex sample designs, sampling weights, variance estimation, plausible values, multilevel structures, missing data, &#8230; <a href=\"https:\/\/labs.wsu.edu\/lsd\/what-we-do\/\" class=\"more-link\"><span class=\"more-default\">&raquo; More &#8230;<\/span><\/a><\/p>\n","protected":false},"author":4782,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"template-builder.php","meta":{"_wsuwp_accessibility_report":[]},"wsuwp_university_location":[],"wsuwp_university_org":[],"_links":{"self":[{"href":"https:\/\/labs.wsu.edu\/lsd\/wp-json\/wp\/v2\/pages\/145"}],"collection":[{"href":"https:\/\/labs.wsu.edu\/lsd\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/labs.wsu.edu\/lsd\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/labs.wsu.edu\/lsd\/wp-json\/wp\/v2\/users\/4782"}],"replies":[{"embeddable":true,"href":"https:\/\/labs.wsu.edu\/lsd\/wp-json\/wp\/v2\/comments?post=145"}],"version-history":[{"count":11,"href":"https:\/\/labs.wsu.edu\/lsd\/wp-json\/wp\/v2\/pages\/145\/revisions"}],"predecessor-version":[{"id":527,"href":"https:\/\/labs.wsu.edu\/lsd\/wp-json\/wp\/v2\/pages\/145\/revisions\/527"}],"wp:attachment":[{"href":"https:\/\/labs.wsu.edu\/lsd\/wp-json\/wp\/v2\/media?parent=145"}],"wp:term":[{"taxonomy":"wsuwp_university_location","embeddable":true,"href":"https:\/\/labs.wsu.edu\/lsd\/wp-json\/wp\/v2\/wsuwp_university_location?post=145"},{"taxonomy":"wsuwp_university_org","embeddable":true,"href":"https:\/\/labs.wsu.edu\/lsd\/wp-json\/wp\/v2\/wsuwp_university_org?post=145"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}