David Rutkowski
Biographic Data
| ID | 758772 |
|---|---|
| NAME | David Rutkowski |
| GIVEN NAMES | David |
| FAMILY NAME | Rutkowski |
| SIGNATURE | RUTKOWSKI D |
| AFFILIATIONS | Indiana University |
| ORCID | 0009-0000-7550-8982 |
| VERIFIED | Yes |
| TOTAL WORKS | 24 |
| TOTAL CITATIONS | 48 |
| AUTHOR COUNT | 24 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Food Insecurity and Student Absence in the US and Across the Globe
Student absenteeism has increased in the U.S. and globally, while food insecurity remains a widespread challenge. This study examines the relationship between food insecurity and student absence using ecological systems theory and multilevel zero-inflated Poisson regression on data from approximately half a million students in 65 countries from the 2022 Program for International Student Assessment (PISA). Findings reveal a strong association betw…
Navigating the future of sexuality education in the USA: Applying technology mediation theory to AI-Facilitated Sexuality Education
Following the emergence of AI technology such as ChatGPT, young adults in the USA with limited access to school-based sexuality education are likely to utilise AI to acquire sexual knowledge. Through the application of Technology Mediation Theory, which highlights the interactions between technology and humans, we identified various potential outcomes of AI-Facilitated sexuality education. These outcomes were examined in terms of the degree to wh…
International Large-Scale Assessments (Ilsas): What have they done for education
For over two centuries, education scholars and policy communities have sought to measure and compare education. However, it is only in recent decades that comparative measurements of learning began rising to prominence above all other educational data. Comparative learning measures are now so established that gathering comparative learning data has become an educational purpose in itself. This Commentary Paper provides a timely critical reflectio…
Methodological Reflections on Pisa 'S Creative Thinking Assessment
The Programme for International Student Assessment (PISA) introduced creative thinking as an innovative domain in 2022. This paper examines the unique methodological issues in international assessments and the implications of measuring creative thinking within PISA's framework, including stratified sampling, rotated form designs, and a distinct scoring metric. Cross‐cultural considerations and data quality issues underscore the need for critical …
Test engagement and rapid guessing: Evidence from a large-scale state assessment
A recent increase in studies related to testing behavior reignited the decades long conversation regarding score validity from assessments that have minimal stakes for students but which may have high stakes for schools or educational systems as a whole. Using data from a large-scale state assessment (with over 80 thousand students per grade), we examined rapid-guessing behavior via normative threshold (NT) approaches. We found that the response …
How to make more valid decisions about assessment data
Those asked to make valid decisions with data don’t have the technical knowledge to understand nuance around data quality, assessment aims, and statistical limitations that influence how they should interpret the data. This reality is what Greg Thompson, Leslie Rutkowski, and David Rutkowski call the validity paradox. Educators can surmount this paradox by following a five-step model in which they make a claim, make the opposite claim, and then d…
Measurement properties as a possible cause of digital device effects on a standardized assessment of learning
Improving reading abilities, attitudes and practices: A home-based intervention of supplementary texts for young readers in Cambodia
The advantages of regional large-scale assessments: Evidence from the Erce learning survey
Running the Wrong Race? The Case of Pisa for Development
With the aim of developing an assessment more appropriate for low-income countries, in 2013 the Organisation for Economic Co-operation and Development initiated the Programme for International Student Assessment for Development (PISA-D). Designed as a one-off assessment project resulting in scores comparable to PISA, nine countries joined the project. In this article, we focus on whether PISA-D does what it sets out to do, namely, appropriately m…
A new chapter for Discourse: Studies in the Cultural Politics of Education
January 2021As the new editorial team of Discourse, we are very pleased to publish our first statement concerning the direction of the journal. We feel honoured that the previous Editors – Professo
Multiple-Group Invariance with Categorical Outcomes Using Updated Guidelines: An Illustration Using M plus and the lavaan/semTools Packages
Meaningful comparisons of means or relationships between latent constructs across groups require evidence that measurement is equivalent across the studied groups– a property known as measurement equivalence or invariance (ME/I). Methods typically involve an evaluation of increasingly stringent models via confirmatory factor analysis, a typical assumption of which is continuous observed variables. When that assumption is not met – as is often the…
Pay to play: What does Pisa participation cost in the US
Much attention has been given to the Organization for Economic Co-operation and Development’s (OECD) Program for International Student Assessment (PISA) and its effects in different education systems, including the United States. This paper begins to address a major gap in this literature by focusing on the costs of participation in PISA. The paper draws on content analysis of official documents and budgets, as well as qualitative interviews with…
Discourse thanks referees, 2018-2020
The Discourse Editorial Team wishes to extend our sincere gratitude to the following academics who have refereed articles for the journal. All research articles undergo rigorous double-blind peer r
Toward an international measure of global competence? A critical look at the Pisa 2018 framework
This paper focuses on the OECD’s PISA 2018 international framework for global competence. Given the growing national and international attention on educating for global competence, and absent of other measures, there is a need to scrutinise this framework. Our critical analysis is conceptually framed by academic literature related to (a) the OECD’s influential role in facilitating neoliberal education policy trends, (b) disjuncture and debate sur…
A Call for a More Measured Approach to Reporting and Interpreting Pisa Results
In the current article, we consider the influential position of the Programme for International Student Assessment (PISA) and discuss several methodological areas that demonstrate the need for caution when using and interpreting PISA results. We motivate our argument by briefly describing the program’s increased influence in educational policy over time. Subsequently, we describe the methodological areas of interest, including sampling participan…
Exploring project sustainability: Using a Multiperspectival, Multidimensional Approach to Frame Inquiry
In development studies, programme sustainability has gained significant attention in recent years. One challenge to sustainability is the range of stakeholders involved in international development projects, presenting multiple perspectives and priorities, not always in harmony, nor necessarily communicated. This article presents an approach to facilitating stakeholder sustainability dialogue, an analytic framework for programme sustainability in…
The OECD and the local: Pisa-based Test for Schools in the USA
The Organization for Economic Cooperation and Development (OECD) has recently piloted the Program for International Student Assessment (PISA)-based Test for Schools in the USA. In this paper, I contend that by connecting directly with local school boards this new initiative has the potential to further promote the OECD's educational agenda in local policy debates. I begin to develop this argument by providing an overview of the OECD and its work.…
Inclusive schooling: Fostering citizenship among immigrant students in Europe
Growing ethnic and cultural diversity within Europe has brought increased attention to the impact and inclusion of immigrant populations and has also presented societies with valuable opportunities for intercultural learning between diverse groups. Using the International Civic and Citizenship Study data from 24 European education systems, in this paper we explore whether fostering an atmosphere of inclusion in schools relates to select attitudes…
The new scalar politics of evaluation: An emerging governance role for evaluation
In this article we analyze how roles for evaluation are described and argued for in key texts produced and/or promoted by three influential international networks: the High Level Forum on Aid Effectiveness; the Organisation for Economic Cooperation and Development Assistance Committee’s Network on Development Evaluation; and the Network of Networks for Impact Evaluation. We contend that these complex multilateral networks are working supranationa…
Global Mobility and Rising Inequality: A Cross-National Study of Immigration, Poverty, and Social Cohesion
With globalization, the world has become more interconnected and interdependent, with people, capital, and ideas rapidly migrating across borders. Yet, along with greater global interdependence and increased diversity within societies, economic and social inequalities have deepened, making poverty one of the leading global problems. To lessen poverty around the world, better integrate immigrant groups into societies, and enhance stability, both s…
The harsher side of globalisation: Violent conflict and academic achievement
The paper draws on the Trends in International Mathematics and Science Study (TIMSS) 2007 data for nearly 60 educational systems to explore the characteristics and patterns of school violence across a number of countries and the extent to which measures of violence are associated with achievement in mathematics and science. Using a multi‐level modelling approach, we examine the relationship between school violence and mathematics achievement. Fin…
Globalization and the Asia Pacific: An exploration of efficiency and equality aims of education1
The paper aims to explore the relationship between globalization and education through an investigation of educational policy development in the specific context of the Asia Pacific. The paper's primary focus is on data collected from the World Bank, OECD, IMF and UNESCO to look primarily at three interrelated trends in education: increasing enrollments at all educational levels, issues of gender equality, and changes in public expenditure. In th…
Converging us softly: How intergovernmental organizations promote neoliberal educational policy
In recent years, international organizations (IOs) and, more specifically, intergovernmental organizations (IGOs) have played an important role in educational policy‐making at the national level. These organizations encourage world change and promote particular ideologies through a set of complex actions and policy recommendations that exploit growing world interconnectedness. This paper discusses some of the ways in which IGOs are affecting educ…
Converging us softly: How intergovernmental organizations promote neoliberal educational policy
In recent years, international organizations (IOs) and, more specifically, intergovernmental organizations (IGOs) have played an important role in educational policy‐making at the national level. These organizations encourage world change and promote particular ideologies through a set of complex actions and policy recommendations that exploit growing world interconnectedness. This paper discusses some of the ways in which IGOs are affecting educ…
A Call for a More Measured Approach to Reporting and Interpreting Pisa Results
In the current article, we consider the influential position of the Programme for International Student Assessment (PISA) and discuss several methodological areas that demonstrate the need for caution when using and interpreting PISA results. We motivate our argument by briefly describing the program’s increased influence in educational policy over time. Subsequently, we describe the methodological areas of interest, including sampling participan…
Toward an international measure of global competence? A critical look at the Pisa 2018 framework
This paper focuses on the OECD’s PISA 2018 international framework for global competence. Given the growing national and international attention on educating for global competence, and absent of other measures, there is a need to scrutinise this framework. Our critical analysis is conceptually framed by academic literature related to (a) the OECD’s influential role in facilitating neoliberal education policy trends, (b) disjuncture and debate sur…
The OECD and the local: Pisa-based Test for Schools in the USA
The Organization for Economic Cooperation and Development (OECD) has recently piloted the Program for International Student Assessment (PISA)-based Test for Schools in the USA. In this paper, I contend that by connecting directly with local school boards this new initiative has the potential to further promote the OECD's educational agenda in local policy debates. I begin to develop this argument by providing an overview of the OECD and its work.…
Methodological Reflections on Pisa 'S Creative Thinking Assessment
The Programme for International Student Assessment (PISA) introduced creative thinking as an innovative domain in 2022. This paper examines the unique methodological issues in international assessments and the implications of measuring creative thinking within PISA's framework, including stratified sampling, rotated form designs, and a distinct scoring metric. Cross‐cultural considerations and data quality issues underscore the need for critical …
Inclusive schooling: Fostering citizenship among immigrant students in Europe
Growing ethnic and cultural diversity within Europe has brought increased attention to the impact and inclusion of immigrant populations and has also presented societies with valuable opportunities for intercultural learning between diverse groups. Using the International Civic and Citizenship Study data from 24 European education systems, in this paper we explore whether fostering an atmosphere of inclusion in schools relates to select attitudes…
A new chapter for Discourse: Studies in the Cultural Politics of Education
January 2021As the new editorial team of Discourse, we are very pleased to publish our first statement concerning the direction of the journal. We feel honoured that the previous Editors – Professo
Pay to play: What does Pisa participation cost in the US
Much attention has been given to the Organization for Economic Co-operation and Development’s (OECD) Program for International Student Assessment (PISA) and its effects in different education systems, including the United States. This paper begins to address a major gap in this literature by focusing on the costs of participation in PISA. The paper draws on content analysis of official documents and budgets, as well as qualitative interviews with…
The new scalar politics of evaluation: An emerging governance role for evaluation
In this article we analyze how roles for evaluation are described and argued for in key texts produced and/or promoted by three influential international networks: the High Level Forum on Aid Effectiveness; the Organisation for Economic Cooperation and Development Assistance Committee’s Network on Development Evaluation; and the Network of Networks for Impact Evaluation. We contend that these complex multilateral networks are working supranationa…
Global Mobility and Rising Inequality: A Cross-National Study of Immigration, Poverty, and Social Cohesion
With globalization, the world has become more interconnected and interdependent, with people, capital, and ideas rapidly migrating across borders. Yet, along with greater global interdependence and increased diversity within societies, economic and social inequalities have deepened, making poverty one of the leading global problems. To lessen poverty around the world, better integrate immigrant groups into societies, and enhance stability, both s…
Converging us softly: How intergovernmental organizations promote neoliberal educational policy
In recent years, international organizations (IOs) and, more specifically, intergovernmental organizations (IGOs) have played an important role in educational policy‐making at the national level. These organizations encourage world change and promote particular ideologies through a set of complex actions and policy recommendations that exploit growing world interconnectedness. This paper discusses some of the ways in which IGOs are affecting educ…
Globalization and the Asia Pacific: An exploration of efficiency and equality aims of education1
The paper aims to explore the relationship between globalization and education through an investigation of educational policy development in the specific context of the Asia Pacific. The paper's primary focus is on data collected from the World Bank, OECD, IMF and UNESCO to look primarily at three interrelated trends in education: increasing enrollments at all educational levels, issues of gender equality, and changes in public expenditure. In th…
The harsher side of globalisation: Violent conflict and academic achievement
The paper draws on the Trends in International Mathematics and Science Study (TIMSS) 2007 data for nearly 60 educational systems to explore the characteristics and patterns of school violence across a number of countries and the extent to which measures of violence are associated with achievement in mathematics and science. Using a multi‐level modelling approach, we examine the relationship between school violence and mathematics achievement. Fin…
Inclusive schooling: Fostering citizenship among immigrant students in Europe
Growing ethnic and cultural diversity within Europe has brought increased attention to the impact and inclusion of immigrant populations and has also presented societies with valuable opportunities for intercultural learning between diverse groups. Using the International Civic and Citizenship Study data from 24 European education systems, in this paper we explore whether fostering an atmosphere of inclusion in schools relates to select attitudes…
The new scalar politics of evaluation: An emerging governance role for evaluation
In this article we analyze how roles for evaluation are described and argued for in key texts produced and/or promoted by three influential international networks: the High Level Forum on Aid Effectiveness; the Organisation for Economic Cooperation and Development Assistance Committee’s Network on Development Evaluation; and the Network of Networks for Impact Evaluation. We contend that these complex multilateral networks are working supranationa…
Global Mobility and Rising Inequality: A Cross-National Study of Immigration, Poverty, and Social Cohesion
With globalization, the world has become more interconnected and interdependent, with people, capital, and ideas rapidly migrating across borders. Yet, along with greater global interdependence and increased diversity within societies, economic and social inequalities have deepened, making poverty one of the leading global problems. To lessen poverty around the world, better integrate immigrant groups into societies, and enhance stability, both s…
The OECD and the local: Pisa-based Test for Schools in the USA
The Organization for Economic Cooperation and Development (OECD) has recently piloted the Program for International Student Assessment (PISA)-based Test for Schools in the USA. In this paper, I contend that by connecting directly with local school boards this new initiative has the potential to further promote the OECD's educational agenda in local policy debates. I begin to develop this argument by providing an overview of the OECD and its work.…
A Call for a More Measured Approach to Reporting and Interpreting Pisa Results
In the current article, we consider the influential position of the Programme for International Student Assessment (PISA) and discuss several methodological areas that demonstrate the need for caution when using and interpreting PISA results. We motivate our argument by briefly describing the program’s increased influence in educational policy over time. Subsequently, we describe the methodological areas of interest, including sampling participan…
Exploring project sustainability: Using a Multiperspectival, Multidimensional Approach to Frame Inquiry
In development studies, programme sustainability has gained significant attention in recent years. One challenge to sustainability is the range of stakeholders involved in international development projects, presenting multiple perspectives and priorities, not always in harmony, nor necessarily communicated. This article presents an approach to facilitating stakeholder sustainability dialogue, an analytic framework for programme sustainability in…
Toward an international measure of global competence? A critical look at the Pisa 2018 framework
This paper focuses on the OECD’s PISA 2018 international framework for global competence. Given the growing national and international attention on educating for global competence, and absent of other measures, there is a need to scrutinise this framework. Our critical analysis is conceptually framed by academic literature related to (a) the OECD’s influential role in facilitating neoliberal education policy trends, (b) disjuncture and debate sur…
Multiple-Group Invariance with Categorical Outcomes Using Updated Guidelines: An Illustration Using M plus and the lavaan/semTools Packages
Meaningful comparisons of means or relationships between latent constructs across groups require evidence that measurement is equivalent across the studied groups– a property known as measurement equivalence or invariance (ME/I). Methods typically involve an evaluation of increasingly stringent models via confirmatory factor analysis, a typical assumption of which is continuous observed variables. When that assumption is not met – as is often the…
Pay to play: What does Pisa participation cost in the US
Much attention has been given to the Organization for Economic Co-operation and Development’s (OECD) Program for International Student Assessment (PISA) and its effects in different education systems, including the United States. This paper begins to address a major gap in this literature by focusing on the costs of participation in PISA. The paper draws on content analysis of official documents and budgets, as well as qualitative interviews with…
Discourse thanks referees, 2018-2020
The Discourse Editorial Team wishes to extend our sincere gratitude to the following academics who have refereed articles for the journal. All research articles undergo rigorous double-blind peer r
Running the Wrong Race? The Case of Pisa for Development
With the aim of developing an assessment more appropriate for low-income countries, in 2013 the Organisation for Economic Co-operation and Development initiated the Programme for International Student Assessment for Development (PISA-D). Designed as a one-off assessment project resulting in scores comparable to PISA, nine countries joined the project. In this article, we focus on whether PISA-D does what it sets out to do, namely, appropriately m…
A new chapter for Discourse: Studies in the Cultural Politics of Education
January 2021As the new editorial team of Discourse, we are very pleased to publish our first statement concerning the direction of the journal. We feel honoured that the previous Editors – Professo
Test engagement and rapid guessing: Evidence from a large-scale state assessment
A recent increase in studies related to testing behavior reignited the decades long conversation regarding score validity from assessments that have minimal stakes for students but which may have high stakes for schools or educational systems as a whole. Using data from a large-scale state assessment (with over 80 thousand students per grade), we examined rapid-guessing behavior via normative threshold (NT) approaches. We found that the response …
How to make more valid decisions about assessment data
Those asked to make valid decisions with data don’t have the technical knowledge to understand nuance around data quality, assessment aims, and statistical limitations that influence how they should interpret the data. This reality is what Greg Thompson, Leslie Rutkowski, and David Rutkowski call the validity paradox. Educators can surmount this paradox by following a five-step model in which they make a claim, make the opposite claim, and then d…
Measurement properties as a possible cause of digital device effects on a standardized assessment of learning
Improving reading abilities, attitudes and practices: A home-based intervention of supplementary texts for young readers in Cambodia
The advantages of regional large-scale assessments: Evidence from the Erce learning survey
Navigating the future of sexuality education in the USA: Applying technology mediation theory to AI-Facilitated Sexuality Education
Following the emergence of AI technology such as ChatGPT, young adults in the USA with limited access to school-based sexuality education are likely to utilise AI to acquire sexual knowledge. Through the application of Technology Mediation Theory, which highlights the interactions between technology and humans, we identified various potential outcomes of AI-Facilitated sexuality education. These outcomes were examined in terms of the degree to wh…
International Large-Scale Assessments (Ilsas): What have they done for education
For over two centuries, education scholars and policy communities have sought to measure and compare education. However, it is only in recent decades that comparative measurements of learning began rising to prominence above all other educational data. Comparative learning measures are now so established that gathering comparative learning data has become an educational purpose in itself. This Commentary Paper provides a timely critical reflectio…
Methodological Reflections on Pisa 'S Creative Thinking Assessment
The Programme for International Student Assessment (PISA) introduced creative thinking as an innovative domain in 2022. This paper examines the unique methodological issues in international assessments and the implications of measuring creative thinking within PISA's framework, including stratified sampling, rotated form designs, and a distinct scoring metric. Cross‐cultural considerations and data quality issues underscore the need for critical …
Food Insecurity and Student Absence in the US and Across the Globe
Student absenteeism has increased in the U.S. and globally, while food insecurity remains a widespread challenge. This study examines the relationship between food insecurity and student absence using ecological systems theory and multilevel zero-inflated Poisson regression on data from approximately half a million students in 65 countries from the 2022 Program for International Student Assessment (PISA). Findings reveal a strong association betw…
Political science (14 works) · Psychology (12 works) · Sociology (12 works) · Economics (11 works) · Computer Science (9 works) · Global Educational Policies and Reforms (9 works) · Global Education and Multiculturalism (7 works) · Mathematics education (6 works) · Economic growth (5 works) · Pedagogy (5 works)