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Brian M. Stecher

Brian M. Stecher

D-Index & Metrics

Social Sciences and Humanities

D-Index
53
Citations
8906
World Ranking
2331
National Ranking
1125

Overview

Brian M. Stecher is affiliated with the RAND Corporation in the United States. Their research primarily focuses on social sciences with a specialized interest in education.

Stecher's work encompasses several subfields within education, including:

  • Teacher Education and Leadership Studies
  • Reflective Practices in Education
  • Collaborative Teaching and Inclusion
  • Mathematics Education and Teaching Techniques

Their recent peer-reviewed papers include:

  • "Interrogating Practice or Show and Tell?: Using a Digital Portfolio to Anchor a Professional Learning Community of Science Teachers" (2020), published in the Journal of Science Teacher Education
  • "Developing Situated Measures of Science Instruction Through an Innovative Electronic Portfolio App for Mobile Devices: Reliability, Validity, and Feasibility" (2022), published in Educational and Psychological Measurement

Frequent co-authors in their publications are:

  • Courtney Bell
  • Eckhard Klieme
  • Jonathan Schweig
  • Amanda Edelman
  • José Felipe Martínez

Stecher has contributed multiple books published by RAND Corporation eBooks. Notable titles include:

  • Using Data to Support the Intensive Partnerships for Effective Teaching Initiative: Data Collection, Metric and Dashboard Creation, and Lessons Learned (2020)
  • Let's Improve Tanner High School: An Education Policy Game (2020)
  • Variation in Improvement Among Schools in the Intensive Partnerships for Effective Teaching (2020)
  • The Intensive Partnerships for Effective Teaching: A Comparison of School Outcomes (2020)

Their frequent publication venues reflect their focus on educational research:

  • Journal of Science Teacher Education
  • Educational and Psychological Measurement

Best Publications

  • Standards-Based Accountability Under No Child Left Behind: Experiences of Teachers and Administrators in Three States

    Laura S. Hamilton;Brian M. Stecher;Julie A. Marsh;Jennifer Sloan McCombs

  • The Vemont Portfolio Assessment Program: Findings and Implications

    Daniel Koretz;Brian M. Stecher;Stephen P. Klein;Daniel F. McCaffrey

  • Teacher Pay for Performance: Experimental Evidence from the Project on Incentives in Teaching (POINT).

    Matthew G. Springer;Dale Ballou;Laura Hamilton;Vi-Nhuan Le

  • What Do Test Scores in Texas Tell Us

    Stephen P. Klein;Laura S. Hamilton;Daniel F. McCaffrey;Brian M. Stecher

  • Teacher Pay For Performance: Experimental Evidence from the Project on Incentives in Teaching

    Matthew G. Springer;Laura Hamilton;Daniel F. McCaffrey;Dale Ballou

  • Making Sense of Test-Based Accountability in Education

    Laura S. Hamilton;Brian M. Stecher;Stephen P. Klein

  • The Sensitivity of Value‐Added Teacher Effect Estimates to Different Mathematics Achievement Measures

    J. R. Lockwood;Daniel F. McCaffrey;Laura S. Hamilton;Brian M. Stecher

  • Standards-Based Reform in the United States: History, Research, and Future Directions.

    Laura S. Hamilton;Brian M. Stecher;Kun Yuan

  • Interactions Among Instructional Practices, Curriculum, and Student Achievement: The Case of Standards-Based High School Mathematics

    Daniel F. McCaffrey;Laura S. Hamilton;Brian M. Stecher;Stephen P. Klein

  • Measuring 21st Century Competencies: Guidance for Educators

    Jim Soland;Laura S. Hamilton;Brian M. Stecher

  • Studying Large-Scale Reforms of Instructional Practice: An Example from Mathematics and Science

    Laura S. Hamilton;Daniel F. McCaffrey;Brian M. Stecher;Stephen P. Klein

  • An experimental evaluation of residential and nonresidential treatment for dually diagnosed homeless adults

    M. Audrey Burnam;Sally C. Morton;Elizabeth A. McGlynn;Laura P. Petersen

  • State and Local Implementation of the "No Child Left Behind Act." Volume III--Accountability under "NCLB" Interim Report.

    James Taylor;Brian Stecher;Jennifer O'Day;Scott Naftel

  • Incentive Pay Programs Do Not Affect Teacher Motivation or Reported Practices: Results From Three Randomized Studies

    Kun Yuan;Vi-Nhuan Le;Daniel F. McCaffrey;Julie A. Marsh

  • Perceived Effects of the Kentucky Instructional Results Information System (KIRIS).

    Daniel Koretz;Sheila Barron;Karen Mitchell;Brian M. Stecher

  • Classroom Assessment Practices, Teacher Judgments, and Student Achievement in Mathematics: Evidence from the ECLS.

    Jose Felipe Martinez;Brian M. Stecher;Hilda Borko

  • Class size reduction in California : early evaluation findings, 1996-1998

    Enrique C. Blanco;George Bohrnstedt;Brian M. Stecher

  • Team Pay for Performance Experimental Evidence From the Round Rock Pilot Project on Team Incentives

    Matthew G. Springer;John F. Pane;Vi-Nhuan Le;Daniel F. McCaffrey

  • Analytic Versus Holistic Scoring of Science Performance Tasks

    Stephen P. Klein;Brian M. Stecher;Richard J. Shavelson;Daniel McCaffrey

  • The Effects of the Washington State Education Reform on Schools and Classrooms

    Brian M. Stecher;Sheila Barron;Tammi Chun;Karen E. Ross

  • ISSUE PAPER: What Do Test Scores in Texas Tell Us?

    Stephen P. Klein;Laura S. Hamilton;Daniel F. McCaffrey;Brian M. Stecher

  • Teacher Pay for Performance: Experimental Evidence from the Project on Incentives in Teaching. [Executive Summary].

    Matthew G. Springer;Laura Hamilton;Daniel F. McCaffrey;Dale Ballou

Frequent Co-Authors

Laura S. Hamilton
Laura S. Hamilton RAND Corporation
Daniel F. McCaffrey
Daniel F. McCaffrey Educational Testing Service
Hilda Borko
Hilda Borko Stanford University
Bruce Fuller
Bruce Fuller University of California, Berkeley
Richard J. Shavelson
Richard J. Shavelson Stanford University
Gery W. Ryan
Gery W. Ryan Kaiser Permanente
John Engberg
John Engberg RAND Corporation
Eckhard Klieme
Eckhard Klieme Leibniz Association
Joan L. Herman
Joan L. Herman University of California, Los Angeles
Paul Koegel
Paul Koegel RAND Corporation

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