Biography
Ryan Lewis is a doctoral student at the School of Education with a concentration in Educational Policy and Social Context (EPSC). His research focuses on inequality, specifically education policies and programs that have ramifications for vulnerable student populations. He is advised by Dr. George Farkas and Dr. Thurston Domina.
Prior to attending UC Irvine, Ryan was the Director of Research and Evaluation for 826 National, a network of eight writing and tutoring centers across the country. He received a Master of Public Service degree from the Clinton School of Public Service in Little Rock, Arkansas, where he focused his work in nonprofit education reform and race theory. Ryan also holds a B.A. in Political Science from UCLA and served for two years in AmeriCorps NCCC.
Peer Reviewed Publications
Lewis, R. W. and Farkas, G. (in press). Using an Opportunity-Propensity Framework to Estimate Individual-, Classroom-, and School-Level Predictors of Middle School Science Achievement. Contemporary Educational Psychology.
Domina, T., Lewis, R., Agarwal, P., and Hanselman, P. (2015). Professional Sense-Makers: Instructional Specialists in Contemporary Schooling. Educational Researcher, 0013189X15601644.
Lee, K. T. H., Lewis, R. W., Kataoka, S., Schenke, K., and Vandell, D.L. (submitted for publication). Out-of-School Time and Problem Behaviors During Adolescence.
Domina, T., McEachin, A., Hanselman, P., Agarwal, P., Hwang, N., and Lewis, R. W. (submitted for publication). Beyond Tracking and detracking: The Dimensions of Organizational Differentiation in Schools.
Lewis, R .W. (in preparation). Does More Math Instruction Always Help? Evaluating Seventh Grade Double Dose Math Courses in a Midsized, Suburban School District.
Lewis, R. W., Lee, K. T. H., and Vandell, D. L. (in preparation). Identifying Processes that Mediate the Income-Based Achievement Gap in Primary School.
Ryan Lewis is a doctoral student at the School of Education with a concentration in Educational Policy and Social Context (EPSC). His research focuses on inequality, specifically education policies and programs that have ramifications for vulnerable student populations. He is advised by Dr. George Farkas and Dr. Thurston Domina.
Prior to attending UC Irvine, Ryan was the Director of Research and Evaluation for 826 National, a network of eight writing and tutoring centers across the country. He received a Master of Public Service degree from the Clinton School of Public Service in Little Rock, Arkansas, where he focused his work in nonprofit education reform and race theory. Ryan also holds a B.A. in Political Science from UCLA and served for two years in AmeriCorps NCCC.
Peer Reviewed Publications
Lewis, R. W. and Farkas, G. (in press). Using an Opportunity-Propensity Framework to Estimate Individual-, Classroom-, and School-Level Predictors of Middle School Science Achievement. Contemporary Educational Psychology.
Domina, T., Lewis, R., Agarwal, P., and Hanselman, P. (2015). Professional Sense-Makers: Instructional Specialists in Contemporary Schooling. Educational Researcher, 0013189X15601644.
Lee, K. T. H., Lewis, R. W., Kataoka, S., Schenke, K., and Vandell, D.L. (submitted for publication). Out-of-School Time and Problem Behaviors During Adolescence.
Domina, T., McEachin, A., Hanselman, P., Agarwal, P., Hwang, N., and Lewis, R. W. (submitted for publication). Beyond Tracking and detracking: The Dimensions of Organizational Differentiation in Schools.
Lewis, R .W. (in preparation). Does More Math Instruction Always Help? Evaluating Seventh Grade Double Dose Math Courses in a Midsized, Suburban School District.
Lewis, R. W., Lee, K. T. H., and Vandell, D. L. (in preparation). Identifying Processes that Mediate the Income-Based Achievement Gap in Primary School.
