BEN CLARKE, Ph.D.
Center on Teaching and Learning; University of Oregon
1600 Millrace Drive, Suite 207
Eugene, OR 97403-1995
clarkeb@uoregon.edu
EDUCATION
Ph.D. 2002 School Psychology, University of Oregon
M.A.
2001
Special Education, University of Oregon
B.S.
1997
Psychology, Wabash College
PROFESSIONAL EXPERIENCE
Research Associate, University of Oregon, Center on Teaching and
Learning
Thesis advisor:
Mark Shinn, Ph.D
2010 to present
Research Associate, Instructional Research Group
2006 to 2010
Research Associate, Pacific Institutes for Research
2003 to 2010
School Psychologist, Bend-LaPine School District
2001 to 2003
PUBLICATIONS
JOURNALS
Clarke, B., Doabler, C. T., Nelson, N. J., & Shanley, C. (in press). Effective instructional
strategies for kindergarten and first grade students at-risk in mathematics. Intervention in
School and Clinic.
Doabler, C. T., Baker, S. K., Kosty, D.B., Smolkowski, K., Clarke, B., Miller, S. J., & Fien, H.
(in press). Examining the association between explicit mathematics instruction and
student mathematics achievement. Elementary School Journal.
Gersten, R., Rolfhus, E., Clarke, B., Decker, L., Wilkins, C., & Dimino, J. (in press).
Intervention for first graders with limited number knowledge: A replication of a
randomized controlled trial. American Educational Research Journal.
Clarke, B., Doabler, C. T., Smolkowski, K., Kosty, D. B., Baker, S. K., Fien, H., & Strand Cary,
M. (2014). Examining the efficacy of a tier 2 kindergarten mathematics intervention.
Journal of Learning Disabilities, Advanced online publication. doi:
10.1177/0022219414538514
Clarke, B., Doabler, C. T., Strand Cary, M., Kosty, D. B., Baker, S. K., Fien, H., &
Smolkowski, K. (2014). Preliminary evaluation of a tier-2 mathematics intervention for
first grade students: Utilizing a theory of change to guide formative evaluation activities.
School Psychology Review, 43, 160–177.
Doabler, C. T., Clarke, B., Fien, H., Baker, S. K., Kosty, D. B., & Cary, M. S. (2014). The
science behind curriculum development and evaluation: Taking a design science
approach in the production of a tier 2 mathematics curriculum. Learning Disability
Quarterly, Advance online publication. doi: 10.1177/0731948713520555
Doabler, C. T., Nelson, N. J., Kosty, D. B., Fien, H., Baker, S. K., Smolkowski, K., & Clarke, B.
(2014). Examining teachers‚' use of evidence-based practices during core mathematics
instruction. Assessment for Effective Intervention, 39(2), 99–111. doi:
10.1177/1534508413511848
Sota, M., Clarke, B., Nelson, N., Doabler, C.T., & Fien, H. (2014). Identifying technology to
support differentiation. Association for Supervision and Curriculum Development
Express: Technology and Differentiated Instruction, 9(18). Retrieved from
http://www.ascd.org/ascd-express/vol9/918-sota.aspx
Gersten, R. M., Clarke, B., Jordan, N., Newman-Gonchar, R., Haymond, K., & Wilkins, C.
(2012). Universal screening in mathematics for the primary grades: Beginnings of a
research base. Exceptional Children, 78(4), 423–445.
Doabler, C. T., Strand Cary, M., Jungjohann, K., Fien, H., Clarke, B., Baker, S. K.,
Smolkowski, K., & Chard, D. (2012). Enhancing core math instruction for students atrisk for mathematics disabilities. Teaching Exceptional Children, 44(4), 48–57.
Clarke, B., Smolkowski, K., Baker, S. K., Fien, H., Doabler, C. T., & Chard, D. J. (2011). The
impact of a comprehensive tier 1 core kindergarten program on the achievement of
students at-risk in mathematics. Elementary School Journal, 111, 561–584. doi:
10.1086/659033
Clarke, B., Nese, J. F. T., Alonzo, J., Smith, J. L. M., Tindal, G., Kame’enui, E. J., & Baker, S.
K. (2011). Classification accuracy of easycbm first-grade mathematics measures:
Findings and implications for the field. Assessment for Effective Intervention, 36, 243–
255. doi: 10.1177/1534508411414153
Methe, S. A., Hojnoski, R., Clarke, B., Owens, B. B., Lilley, P. K., Politylo, B. C., . . . Marcotte,
A. M. (2011). Innovations and future directions for early numeracy curriculum-based
measurement. Assessment for Effective Intervention, 36(4), 200–209. doi:
10.1177/1534508411414154
Martinez, R. S., Missall, K. N., Graney, S. B., Aricak, O. T., & Clarke, B. (2009). Technical
adequacy of early numeracy curriculum-based measurement in kindergarten. Assessment
for Effective Intervention, 34(2), 116–125. doi: 10.1177/1534508408326204
Chard, D. J., Baker, S. K., Clarke, B., Jungjohann, K., Davis, K. L. S., & Smolkowski, K.
(2008). Preventing early mathematics difficulties: The feasibility of a rigorous
kindergarten mathematics curriculum. Learning Disabilities Quarterly, 31(1), 11–20.
Clarke, B., Baker, S. K., Smolkowski, K., & Chard, D. J. (2008). An analysis of early numeracy
curriculum-based measurement. Remedial & Special Education, 29, 46–57, doi:
10.1177/0741932507309694
Chard, D. J., Clarke, B., Baker, S. K., Otterstedt, J., Braun, D., & Katz, R. (2005). Using
measures of number sense to screen for difficulties in mathematics: Preliminary findings.
Assessment for Effective Intervention, 30(2), 3–14, doi: 10.1177/073724770503000202
Clarke, B., & Shinn, M. R. (2004). A preliminary investigation into the identification and
development of early mathematics curriculum-based measurement. School Psychology
Review, 33(2), 234–248.
SELECTED BOOK CHAPTERS
Clarke, B., Doabler, C.T., & Nelson, N.J. (in press). Best practices in mathematics assessment
and intervention with elementary students. In A. Thomas & P. Harrison (Eds.), Best
practices in school psychology (6th Ed.) Bethesda, MD: National Association of School
Psychologists.
Clarke, B., Nelson-Walker, N. J., & Shanley, L. (in press). Mathematics fluency: Beyond the
weekly timed test. In K. D. Cummings & Y. Petscher (Eds.), The fluency construct. New
York: Springer.
Clarke, B., Haymond, K., & Gersten, R. M. (2014). Mathematics screening measures for the
primary grades. In R. J. Kettler, T. A. Glover, C. A. Albers & K. A. Feeney-Kettler (Eds.),
Universal screening in educational settings: Evidence-based decision making for schools
(pp. 199–221). Washington, DC: American Psychological Association. doi:
10.1037/14316-008
Clarke, B., Doabler, C. T., Baker, S. K. Fien, H., Jungjohann, K., & Strand Cary, M. (2011).
Pursuing instructional coherence: Can strong tier 1 systems better meet the needs of the
range of students in general education settings? In R. M. Gersten & R. Newman-Gonchar
(Eds.), Understanding RTI in mathematics: Proven methods and applications (pp. 49–
64). Baltimore, MD: Brooke Publishing.
Clarke, B., Lemke, E., Hampton, D. & Hendricker, E. (2011). Understanding the R in RtI: What
we know and what we need to know about measuring student response in mathematics.
In R. M. Gersten & R. Newman-Gonchar (Eds.), Understanding RTI in mathematics:
Proven methods and applications (pp. 35–48). Baltimore, MD. Brookes Publishing.
Clarke, B., Gersten, R. M., & Newman-Gonchar, R. (2010). RTI in Mathematics: Beginnings of
a knowledge base. In S. Vaughn & T. Glover (Eds.). The promise of Response to
Intervention. Evaluating current science and practice (pp. 187–203). New York, NY:
Guilford Press.
Clarke, B., Baker, S. K., & Chard, D. J. (2008). Best practices in mathematics assessment and
intervention with elementary students. In A. Thomas & J. Grimes (Eds.), Best practices
in school psychology (5th Ed.) (pp.453–464). Bethesda, MD: National Association of
School Psychologists.
AWARDED FEDERAL GRANTS & PROJECTS
*Approximately 37 million in federal funding as Principal or Co-Principal Investigator
Strand Cary, M. & Clarke, B. (2014). Stepping Up KinderTEK: Expanding Early Math
Instruction for Students with Disabilities. U.S. Department of Education, Office of
Special Education & Rehabilitative Services, Office of Special Education Programs.
Stepping-Up Technology Implementation Competition. $2,495,623. (2014-2019).
Starkey, P., Klein, A., Baker, S. K., & Clarke, B. (2012). Validation of the effectiveness and
sustainability of innovative early mathematics curricula for high-need students. (US
Department of Education; Office of Innovation and Improvement (I3) Validation
Competition, 2013-2015, sub awarded $2,700,438).
Gause, M., Fien, H., Clarke, B., & Doabler, C. T. (2012). Project NumberShire II: Development
of a second grade game-based integrated learning system to target whole numbers and
operations in base ten and operations and algebraic thinking. (U.S. Department of
Education, Institute of Education Sciences, Small Business Innovation Research
Program, 2012-2014, awarded $463,561).
Clarke, B., Doabler, C. T., Fien, H., Baker, S. K., & Smolkowski, K. (2011). Project ROOTS: A
randomized control trial of a tier 2 kindergarten mathematics intervention. (USDE;
Institute of Education Sciences; Special Education Research, 2012-2016, awarded
$3,338,552).
Baker, S. K., Clarke, B., Fien, H., & Ketterlin Geller, L. (2011). Project PAR: Promoting
algebra readiness: Developing a strategic intervention on rational number concepts
(U.S. Department of Education (USDE); Institute of Education Sciences, 2012-2015,
awarded $1,499,966).
Fien, H., Baker, S. K., Clarke, B., & Gause, M. (2011). Project NumberShire: Development of a
game-based integrated learning system to target whole number concepts. (U.S.
Department of Education, Institute of Education Sciences, 2012-2015, awarded
$1,363,348).
Gause, M., Fien, H., Baker, S. K., & Clarke, B. (2011). Project NumberShire: Development of a
game-based integrated learning system to target whole number concepts. (U.S.
Department of Education, Institute of Education Sciences, Small Business Innovation
Research Program, 2011-2012, awarded $1,049,954).
Starkey, P., Klein, A., Baker, S. K., & Clarke, B. (2011). A randomized study of the efficacy of a
two-year mathematics intervention for at-risk pre-kindergarten and kindergarten
students. (U.S. Department of Education (USDE); Institute of Education Sciences;
Education Research Grant Programs, 2012-2016, sub awarded $1,109,237.00).
Strand Cary, M., & Clarke, B. (2010). KinderTEK: Teaching early knowledge of whole number
concepts through technology. (Institute of Education Sciences, Special Education
Research, 2011-2014, awarded $1,784,094).
Clarke, B., Baker, S. K., & Fien, H. (2008). FUSION: Foundations of mathematical
understanding: developing a strategic intervention on whole number concepts (Institute
of Education Sciences, 2008-2012, awarded $1,455,851).
Baker, S. K., Chard, D., Clarke, B., Smolkowski, K., & Fien, H. (2008). Early learning in
mathematics: Efficacy in kindergarten classrooms. (U.S. Department of Education,
Institute for Education Science, 2008-2012, awarded $4,219,430).
Khalsa, A., Baker, S. K., Clarke, B., & Seeley, J. (2006). Number concepts and automaticity,
phase I & II. (National Institute Of Child Health & Human Development, 2004-2009,
awarded $711,131).