Research Articles

Caro, D. H, Kyriakides, L., & Televantou, I. (2017): Addressing omitted prior achievement bias in international assessments: an applied example using PIRLS-NPD matched data. Assessment in Education: Principles, Policy & Practice.

Baird, J.-A, Caro, D. H., & Hopfenbeck, T.N. (2016). Student Perceptions of Predictability of Examination Requirements and Relationship with Outcomes in High-Stakes Tests in Ireland. Irish Educational Studies, 35(4), 361-379.

Caro, D. H., Lenkeit, J., & Kyriakides, L. (2016). Teaching strategies and differential effectiveness across learning contexts: Evidence from PISA 2012. Studies in Educational Evaluation, 49, 30-41.

Baird, J.-A., Meadows, M., Leckie, G., & Caro, D. H. (2015). Rater Accuracy and Training Group Effects in Expert and Supervisor-Based Monitoring Systems. Assessment in Education: Principles, Policy & Practice, 24(1), 44-59.

Caro, D.H. (2015). Causal mediation in educational research: An illustration using international assessment data. Journal of Research on Educational Effectiveness, 8(4), 577-597.

Lenkeit, J., Caro, D. H., & Strand, S. (2015). Tackling the remaining attainment gap between students with and without immigrant background: an investigation into the equivalence of SES constructs. Educational Research and Evaluation, 21(1), 60-83.

Lenkeit, J., & Caro. D. H. (2014). Performance status and change – Measuring education system effectiveness with data from PISA 2000-2009. Educational Research and Evaluation, 20(2), 146-174.

Caro, D. H., Cortina, K. S., & Eccles, J. (2014). Socioeconomic Background, Education, and Labour Force Outcomes: Evidence from a Regional U.S. Sample. British Journal of Sociology of Education. DOI:10.1080/01425692.2013.868784.

Caro, D. H., Sandoval-Hernandez, A., & Lüdtke, O. (2014). Cultural, Social and Economic Capital Constructs in International Assessments: An Evaluation Using Exploratory Structural Equation Modeling. School Effectiveness and School Improvement, 25(3), 433-450.

Mirazchiyski, P., Caro, D. H., Sandoval-Hernandez, A. (2013). Youth Future Civic Participation in Europe: Differences between the East and the Rest. Social Indicators Research, 115(3), 1031–1055.

Caro, D. H. & Schulz, W (2012). Ten Hypotheses about Tolerance among Latin American Adolescents. Citizenship, Social and Economics Education, 11(3), 213-234.

Caro. D. H. & Cortés, D. (2012). Measuring family socioeconomic status: An illustration using data from PIRLS 2006. IERI Monograph Series: Issues and Methodologies in Large-Scale Assessments, 5, 9-33.

Caro, D. H. & Lenkeit, J (2012). An analytical approach to study educational inequalities: 10 hypothesis tests in PIRLS  2006. International Journal of Research and Method in Education, 35(1), 3-30.

Caro, D. H. & Mirazchiyski, P. (2012). Socioeconomic Gradients in Eastern European Countries: Evidence from PIRLS 2006. European Educational Research Journal, 11(1), 96-110.

Caro. D. H. (2011). Parent-Child Communication and Academic Performance: Associations at the Within- and Between-Country Level. Journal for Educational Research Online, 3(2), 15-37.    .

Caro, D. H., McDonald, T., & Willms, J. D. (2009). Socio-economic status and academic achievement trajectories from childhood to adolescence. Canadian Journal of Education, 32(3), 558-590.

Caro, D. H., & Lehmann, R. (2009). Achievement inequalities in Hamburg schools: how do they change as students get older? School Effectiveness and School Improvement, 20(4), 407 – 431.

Caro, D. H., Lenkeit, J., Lehmann, R., & Schwippert, K. (2009). The role of academic achievement growth in school track recommendations. Studies in Educational Evaluation, 35(4), 183–192.

Charyk, T., Polgar, D., Girotti, M. J., Vingilis, E., Caro, D. H., Corbett, B. A., & Parry, N. (2009). Evaluation of an Adolescent Hospital-based Injury Prevention Program. The Journal of Trauma, 66(5), 1451-1460.

Statistical Software

Caro, D. H., & Biecek, P. (2017). intsvy: An R Package for Analyzing International Large-Scale Assessment Data. Journal of Statistical Software, 81(7), doi: 10.18637/jss.v081.i07.

Caro, D. H., & Biecek, P. (2016). intsvy: International Assessment Data Manager. R package version 2.1.

Online Presence

Caro, D.H., & Lenkeit, J. (2017). Why global education rankings don’t reveal the whole picture. The Conversation.

Caro, D.H. (2016). The R package ‘intsvy’: An alternative statistical tool for data analysis. International Association  for  the  Evaluation  of  Educational Achievement Newsletter, 44, 11-13

Caro, D.H., & Lenkeit, J. (2015). Which countries punch above their weight in education rankings?. The Conversation. (>200k reads, case study invited to present at The Conversation event).

Book Chapters

Caro, D. H. (2012). Evidencia causal en estudios educativos con bases de datos observables. [Causal evidence in educational studies with observational data]. In E. Vásquez (Ed.), Inversión social: indicadores, bases de datos e iniciativas. [Social investment: indicators, data sets and initiatives]. Lima: Universidad del Pacífico.

Caro, D.H. & Zuccarelli, D. (2007). L’influenza del contesto socio-economico e i risultati dell’indagine PISA 2003 in Trentino [The influence of the socio-economic context in PISA 2003 results in Trento]. In M-T. Siniscalco & D. Zuccarelli (Ed.), Il livello di competenza dei quindicenni italiani in matematica, lettura, scienze e problem solving PISA 2003. Risultati del Trentino [Proficiency levels in mathematics, reading, science, and problem solving of Italian 15-year-olds in PISA 2003. Results for the Trento region] (pp. 243-252). Trento: IPRASE del Trentino.

Caro, D.H. (2007). Variabili individuali e del contesto scolastico: un’analisi causale con modelli multilivello [Student and school variability: a causal analysis using multilevel models]. In M-T. Siniscalco & D. Zuccarelli (Ed.), Il livello di competenza dei quindicenni italiani in matematica, lettura, scienze e problem solving PISA 2003. Risultati del Trentino [Proficiency levels in mathematics, reading, science, and problem solving of Italian 15-year-olds in PISA 2003. Results for the Trento region]  (pp. 253-265). Trento: IPRASE del Trentino.

Caro, D. H. (2003). ¿Cómo mejorar el desempeño académico de los estudiantes de secundaria que asisten a escuelas en las zonas pobres del Perú? [How to improve academic performance of high school students in poor districts in Peru?] In E. Vásquez & D. Winkelried (Eds.), Buscando el bienestar de los pobres: ¿Cuan lejos estamos? [Achieving well-being for the poor: how far are we?].(pp. 175-207). Lima: Universidad del Pacífico.

Working Papers

Caro, D.H. (2017). Socio-economic Gaps in Subject Interest: The Mediating Role of Parental Cognitive Involvement. ResearchGate.

Benavides, M., Caro, D. H., Espinosa, G., Miranda, L., Tam, M., Zacharíasy, D., &, Zambrano, G. (2004). Factores asociados al rendimiento estudiantil. Resultados de la Evaluación Nacional 2001. [Factors associated to academic achievement. Results of the Peruvian National Assessment 2001]. Working Paper, No. 9. Lima: Ministry of Education.

Caro, D. H., Espinoza, G., Montane, A., & Tam, M. (2003). Una aproximación a la alfabetización lectora de los estudiantes peruanos de 15 años. Resultados del Perú en la evaluación internacional PISA. [Reading literacy skills of Peruvian 15-year-olds: Results of Peru in PISA]. Working Paper, No. 6. Lima: Ministry of Education.

Espinosa, G. & Caro, D. H. (2002). Acuerdo entre el profesorado y la construcción del proyecto educativo en centros educativos polidocentes completos. [Agreement among the teacher staff and the development of an educational project in full grade schools]. Boletín UMC 24. Lima: Ministry of Education.

Caro, D. H. (2002). Estimación del nivel socioeconómico de las familias: Propuesta metodológica para la Evaluación Nacional de Rendimiento del 2001. [Estimating family socio-economic status: Methodological proposal for the Peruvian National Assessment 2001]. Lima: Ministry of Education.

Project Reports

Lenkeit, J., Caro, D.H., Ertl, H., Cheadle, S., Turner, G., Matthews, A., Khan, S., & Baird, J. (2018). The impact of preparation on TSA and BMAT test results – an institutional case study at Oxford University. Report commissioned by Cambridge English Language Assessment (Admissions Testing Service).

Caro, D.H. & He, J. (2018). Equity in Education in Armenia: Evidence from TIMSS 2003-2015. Report commissioned by the Open Society Foundations.

Baird, J., Hopfenbeck, T., Elwood, J., Caro, D. H., & Ahmed, A. (2014). Predictability in the Irish Leaving Certificate. Oxford University Centre for Educational Assessment and Queen’s University, Belfast. Report sponsored by the State Examinations Commission (SEC) of Ireland.

Caro, D. & Baird, J. (2013). Assessing the value of multilevel models for the study of marker reliability. Oxford University Centre for Educational Assessment. Report sponsored by Pearson as part of the Marking Quality Assurance Project.