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Laura S. Hamilton

Laura S. Hamilton

D-Index & Metrics

Social Sciences and Humanities

D-Index
56
Citations
15105
World Ranking
1870
National Ranking
894

Overview

Laura S. Hamilton is affiliated with the RAND Corporation in the United States. Their research spans a broad range of topics within social sciences and psychology, with a particular focus on education, mental health, and leadership studies.

Their primary fields of study include social sciences with 38 publications and psychology with 15 publications. Subfields of focus reflect this breadth, featuring education (27 publications), clinical psychology (10), sociology and political science (6), safety research (4), and developmental and educational psychology (3).

Hamilton's work addresses several main topics, including COVID-19 and mental health, early childhood education and development, educator training and historical pedagogy, teacher education and leadership studies, diverse educational innovations studies, youth development and social support, and parental involvement in education.

Recent papers authored or co-authored by Hamilton include:

  • An HNRNPK-specific DNA methylation signature makes sense of missense variants and expands the phenotypic spectrum of Au-Kline syndrome, 2022, The American Journal of Human Genetics
  • How Principals' Perceived Resource Needs and Job Demands Are Related to Their Dissatisfaction and Intention to Leave Their Schools During the COVID-19 Pandemic, 2022, AERA Open
  • Culturally Responsive Personalized Learning: Recommendations for a Working Definition and Framework, 2023, ETS Research Report Series
  • "The People Who Leave Here Are Not the People Who Arrived.": A Qualitative Analysis of the Therapeutic Process and Identity Transition in the Offender Personality Disorder Pathway, 2023, Criminal Justice and Behavior
  • Priming the Leadership Pipeline: School Performance and Climate Under an Urban School Leadership Residency Program, 2020, Educational Administration Quarterly

Their frequent co-authors include Julia H. Kaufman, Melissa Kay Diliberti, Lynn Hu, Claude Messan Setodji, and Alice Huguet.

Hamilton's contributions have been published across multiple venues, notably the ETS Research Report Series, The American Journal of Human Genetics, Criminal Justice and Behavior, AERA Open, and Educational Administration Quarterly.

Additionally, Hamilton has been involved in publishing books through RAND Corporation eBooks. Notable works include "Teaching and Leading Through a Pandemic: Key Findings from the American Educator Panels Spring 2020 COVID-19 Surveys" (2020), "COVID-19 and the State of K-12 Schools: Results and Technical Documentation from the Fall 2020 American Educator Panels COVID-19 Surveys" (2020), and "Supports for Social and Emotional Learning in American Schools and Classrooms: Findings from the American Teacher Panel" (2020), among others. These publications cover topics such as social and emotional learning, media literacy education, civic development, and instructional challenges in K-12 settings.

Best Publications

  • Evaluating Value-Added Models for Teacher Accountability. Monograph.

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

  • Models for Value-Added Modeling of Teacher Effects.

    Daniel F. McCaffrey;J. R. Lockwood;Daniel Koretz;Thomas A. Louis

  • Making Sense of Data-Driven Decision Making in Education: Evidence from Recent RAND Research. Occasional Paper.

    Julie A. Marsh;John F. Pane;Laura S. Hamilton

  • Making Sense of Data-Driven Decision Making in Education: Evidence from Recent RAND Research

    Julie A. Marsh;John F. Pane;Laura S. Hamilton

  • Evaluating Value-Added Models for Teacher Accountability

    Daniel F. McCaffrey;Daniel Koretz;J. R. Lockwood;Laura S. Hamilton

  • Using Student Achievement Data to Support Instructional Decision Making

    Laura S. Hamilton;Richard Halverson;Sharnell S. Jackson;Ellen Mandinach

  • 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

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

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

  • Continued Progress: Promising Evidence on Personalized Learning

    John F. Pane;Elizabeth D. Steiner;Matthew D. Baird;Laura S. Hamilton

  • 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

  • On the Evaluation of Systemic Science Education Reform: Searching for Instructional Sensitivity.

    Maria Araceli Ruiz-Primo;Richard J. Shavelson;Laura Hamilton;Steve 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

  • Chapter 2: Assessment as a Policy Tool

    Laura Hamilton

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

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

  • Testing for Accountability in K-12

    Daniel Koretz;Laura S. Hamilton

  • 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

  • AN APPROACH TO MEASURING COGNITIVE OUTCOMES ACROSS HIGHER EDUCATION INSTITUTIONS

    Stephen P. Klein;George D. Kuh;Marc Chun;Laura Hamilton

  • Making Sense of Data-Driven Decision Making in Education

    Julie A. Marsh;John F. Pane;Laura S. Hamilton

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

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

Frequent Co-Authors

Brian M. Stecher
Brian M. Stecher RAND Corporation
Daniel F. McCaffrey
Daniel F. McCaffrey Educational Testing Service
John Engberg
John Engberg RAND Corporation
Dominic J. Brewer
Dominic J. Brewer University of Southern California
Richard J. Shavelson
Richard J. Shavelson Stanford University
Heather C. Hill
Heather C. Hill Harvard University
Gery W. Ryan
Gery W. Ryan Kaiser Permanente
George D. Kuh
George D. Kuh Indiana University

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