William H. Schmidt
University Distinguished Professor
Michigan State University (MSU)
Education
A.B.
Ph.D.
Concordia College
University of Chicago
Experience
CURRENT :
Director, Center for the Study of Curriculum,
Co-Director, MSU Education Policy Center
2010-2011
Interim Director, Institute for Research on Mathematics and Science Education (IRMSE at MSU
1975-1976
IPA Fellow, National Center for Education Statistics
1976-1986
Senior Research Staff, Institute for Research on Teaching, Michigan State University
1990-1991,
1981-1986
Chairman, Department of Educational Psychology, Michigan State University
1986
Acting Assistant Dean for Planning and Evaluation, College of Education, Michigan State University
1986-1988
Member of Senior Executive staff and Head of the Office of Policy Studies and Program Assessment,
National Science Foundation, Washington, DC.
1988-1990
Senior analyst, National Center for Research on Teacher Education
1990-1991
Acting Chairman, Department of Counseling, Educational Psychology and Special Education, Michigan
State University
1991-1998
National Project Coordinator and Executive Director of U.S. National Research Center for U.S.
participation in Third International Mathematics and Science Study (TIMSS)
Honors
Honorary Doctorate Degree, Concordia University, May, 1997
Willard Jacobson Lectureship from The New York Academy of Sciences, Science Education Section, 1998
University Distinguished Professor, Michigan State University, November, 1998
Member of National Academy of Education
AERA Fellow
PUBLICATIONS
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Books and Chapters
Schmidt,W.H., et al. (2011) Teacher Education Matters: A study of middle school mathematics teacher preparation in six
countries. Teacher’s College Press.
Schmidt, W.H., Kher, N. (2010) The Role of School and District Science Leadership for Building Instructional Capacity,
chapter in Science Education Leadership: Best Practices for the New Century, edited by Jack Rhoton, NSTA Press.
Schmidt, William H. (2008). How Does the German Sample in Comparison to the Samples From Bulgaria, Mexico, South
Korea, Taiwan and the US? In Bloemeke, S., Kaiser, G. & Lehmann, R. (Eds.), Professionelle Kompetenz angehender
Lehrerinnen und Lehrer. Wissen, Ueberzeugungen und Lerngelegenheiten deutscher Mathematikstudierender und referendare im internationalen Vergleich. Muenster: Waxmann
Schmidt, W.H. and Houang, R.T. (2007). Lack of Focus in the Mathematics Curriculum: Symptom or Cause? Chapter in
Lessons Learned: What International Assessments Tell Us about Math Achievement. Edited by Tom Loveless, Brookings
Press: Washington, D.C. 2007.
Prawat, R.S. and Schmidt, W.H. Curriculum Coherence: Does the Logic Underlying the Organization of Subject Matter
Matter? Book Chapter edited by Sarah J. Howie and Tjeerd Plomp as part of the “Contexts of Learning” series published by
Routledge: London.
Schmidt, W. H. (2005) Technology and Society, Oxford Encyclopedia of Science, Sal Restivo editor-in-chief, New York
University Press.
Schmidt, William. (2004) NSF-supported instructional materials: Something new and something old, 2003 Conference NSF
K-12 Mathematics and Science Curricula and Implementation Centers, Edited by Michael J. Smith (National Science
Foundation and American Geological Institute)
Schmidt, W. H. (2003) Too Little Too Late: American High Schools in an International Context. In Ravitch, Diane.
Brookings Papers on Education Policy, Washington, D.C.: Brookings Institution Press.
Schmidt, W. H., & Houang, Richard T. (2003) Cross-National curriculum evaluation. In Kellaghan, Thomas, Stufflebeam,
Daniel L., and Wingate, Lori A. International Handbook of Educational Evaluation, Volume 1. Dordrecht: Kluwer Academic
Press.
Valverde, G. A., Bianchi, L. J., Wolfe, R .G., Schmidt, W. H., & Houang, R. T. (2002) According to the book: Using TIMSS
to investigate the transition from policy to pedagogy in the world of textbooks. Dordrecht/Boston/London: Kluwer Academic
Publishers.
Schmidt, W. H., et. al. (2001) Why Schools Matter: Using TIMSS to investigate curriculum and learning. Jossey-Bass.
Schmidt, W. H., McKnight, C. D., Cogan, L. S., Jakwerth, P. M., & Houang, R. T. (February, 1999) Facing the
Consequences: Using TIMSS for a Closer Look at U.S. Mathematics and Science Education, Kluwer Academic Publishers.
Schmidt, W. H., McKnight, C. C., & Raizen, S. A. (February, 1997) A Splintered Vision: An Investigation of U.S. Science
and Mathematics Education - Volume III. Dordrecht: Kluwer Academic Publishers.
Schmidt, W. H., et. al. (September, 1997) Many Visions, Many Aims: A Cross-National Investigation of Curricular
Intentions in Science - Volume II. Dordrecht: Kluwer Academic Publishers.
Schmidt, W. H., McKnight, C. C., Valverde, G. A., Houang, R. T., & Wiley, D. E. (February, 1997) Many Visions, Many
Aims: A Cross-National Investigation of Curricular Intentions in Mathematics - Volume 1. Dordrecht: Kluwer Academic
Publishers.
Schmidt, W. H., et. al. (1996) Characterizing Pedagogical Flow: An Investigation of Mathematics and Science Teaching in
Six Countries. Dordrecht: Kluwer Academic Publishers.
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Schmidt, William H. (1993) Concomitants of Growth in Mathematics Achievement During the Population A School Year in
The IEA Study of Mathematics III: Student Growth and Processes, Pergamon Press.
Schmidt, William H. (1993) Understanding Patterns of Student Growth in The IEA Study of Mathematics III: Student Growth
and Processes, Pergamon Press.
Schmidt, William H. (1993) The Identification and Description of Student Growth in Mathematics Achievement in The IEA
Study of Mathematics III: Student Growth and Processes, Pergamon Press.
Schmidt, William H. (1993) The Distribution of Instructional Time to Mathematical Content: One Aspect of Opportunity to
Learn in The IEA Study of Mathematics III: Student Growth and Processes, Pergamon Press.
Robitaille, David F., & Schmidt, W. H., et. al. (1993) Curriculum Frameworks for Mathematics and Science, Pacific
Educational Press, Vancouver, B.C., Canada.
Schmidt, William H., TIMSS Curriculum Analysis: Topic Trace Mapping, in Prospects, Vol. XXIII, No. 3, (83).
Schmidt, W. H., & Wiley, D. E. (1992) Teachers: Teaching Loads, Grades Taught, and Subjects Taught in Population 2. In
The IEA Study of Science II: Science Achievement in Twenty-Three Countries, Pergamon Press.
Wiley, David E., Schmidt, W. H., & Wolfe, R. (1992) The Science Curriculum and Achievement. In The IEA Study of
Science II: Science Achievement in Twenty-Three Countries, Pergamon Press.
Schmidt, W., & Kifer, E. (1989) Exploring relationships across population A systems: A Search for patterns. In D.F.
Robitaille and R.A. Garden (Eds.), The IEA Study of Mathematics II: Contexts and Outcomes of School Mathematics.
Oxford: Pergamon Press.
Articles
Schmidt, W. H., Houang, R., & Cogan, L. (2012). Preparing Primary Teachers in the United States: Balancing Selection and
Preparation. ZDM – The International Journal on Mathematics Education, 44(2).
Schmidt, W.H., Houang, R., & Cogan, L.S. (2011). Preparing future math teachers. Science, 332 (603), 1266-1267. URL:
http://www.sciencemag.org/content/332/6035/1266.full.pdf.
Schmidt, W.H., Cogan, L.S., McKnight, C.C. Equality of educational opportunity: Myth or reality in U.S. schooling? In
American Educator, Vo. 23, No. 4, Winter 2010-2011, Pp 12-19.
Schmidt, W.H., Cogan, L., Houang, R. (2011) The role of opportunity to learn in teacher preparation: An international
context, Journal of Teacher Education, pp 138-153.
Exploring the relationship between content coverage and achievement: Unpacking the meaning of tracking in eighth grade
mathematics, submitted to Journal for Research in Mathematics Education, under revision.
Schmidt, W.H. (2012) At the precipice: The story of mathematics education in the U.S, Peabody Journal of Education, in
press.
Schmidt, W., Burroughs, N., Cogan, L., & Houang, R. (2011). Are college rankings an indicator of quality education? Forum
on Public Policy Online: Forum on Public Policy. URL: http://forumonpublicpolicy.com/vol2011no3/archieve/schmidt/pdf.
Schmidt, W.H. STEM Reform: Which way to go? Paper prepared for National Research Council, Successful K-12 STEM
Education Workshop, May 2011.
Schmidt, W. H., Houang, R., & Cogan, L. (2012). Preparing Primary Teachers in the United States: Balancing Selection and
Preparation. ZDM – The International Journal on Mathematics Education, 44(2), in press.
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Konig, J., Blomeke, S., Paine, L. Schmidt, W.H., and Hsieh, F-J (2011). General pedagogical knowledge of future middle
school teachers: On the complex ecology of teacher education in the United States, Germany, and Taiwan. Journal of Teacher
Education, pp 188-201.
Schmidt, W.H., Cogan, L.S., McKnight, C.C. Equality of Educational Opportunity: Myth or Reality in U.S. Schooling? In
American Educator, Vo. 23, No. 4, Winter 2010-2011, Pp 12-19.
Schmidt, W.H., Cogan, L.S., Houang, R.T. Content Coverage Differences Across Districts/States: A persisting challenge for
U.S. education policy. American Journal of Education, in press.
The Role of Opportunity to Learn in Teacher Preparation: An International Context, Journal of Teacher Education, in press.
Schiller, K., Schmidt, W.H., et al. Hidden Disparities: How Courses and Curricula Shape Opportunities in Mathematics
during High School in Equity and Excellence in Education, Vol. 32, Issue 4, November 2010.
Schmidt, W.H. & Cogan, L.S. (2009) The myth of equal content in Educational Leadership, Nov 2009, Vol. 67, No. 4, pp
44-47.
Schmidt, W.H. & Cogan, L.S. (2009) The case for quality academic standards: International data reveal why standards are a
building block for world-class math, science education – and how states can improve. In Laboratories of Reform: Initiaties in
Midwestern states to improve math and science education (pp. 26-30). Lombard, Il: Council of State Governments’
Midwestern legislative conference.
Schmidt, W.H. (Nov 2009) Unequal content coverage: The bane of meaningful assessment in Educational Leadership.
Schmidt, W.H. (2009) Opportunity to learn in Handbook of Education Policy Research edited by Sykes, Schneider and
Plank, published for the American Research Association by Routledge Publishers.
Schmidt, W., Houang, R. & Shakrani, S. (2009) International lessons about national standards, Thomas B. Fordham Institute
publication.
Schmidt, W.H. At the Precipice: The Story of Mathematics Education in the U.S, Peabody Journal of Education, in press.
Schmidt, W.H. (2008). Mathematics Assessments: Do They Tell Us the Same Thing. In Z. Usiskin & E. Willmore (Eds.),
Mathematics Curriculum in Pacific Rim Countries - China, Japan, Korea, and Singapore (pp. 319–326). North Carolina:
Information Age Publishing, Inc.
Schmidt, W. H., Tatto, M. T., Bankov, K., Blömeke, S., Cedillo, T., & Cogan, L., et al. (2007). The Preparation Gap:
Teacher Education for Middle School Mathematics in Six Countries: Mathematics Teaching in the 21st Century (MT21). East
Lansing, MI: Michigan State University.
Ferrini-Mundy, J., Burrill G. and Schmidt, W.H. Building Teacher Capacity for Implementing Curricular Coherence:
Mathematics Teacher Professional Development Tasks. Journal of Mathematics Teachers Education, vol. 10, numbers 4-6,
Dec. 2007. http://www.springerlink.com/content/k5n4523j7454v0n1/
Schmidt, W.H. and Richard S. Prawat. Curriculum coherence and national control of education: Issue or non-issue. J.
Curriculum Studies, 2006, Vol. 38, No 6, 2006, pp. 641-658.
Schmidt, William H, Richard T. Houang and Curtis McKnight. Value-Added Research: Right Idea but Wrong Solution? In
Robert Lissitz, Value Added Models in Education: Theory and Applications. Maple Grove, Minn: JAM Press, 2005.
Ferrini-Mundy, Joan, William Schmidt, Richard T. Houang, Leland S. Cogan, Robert E. Floden, and Chris Wigent. (2005
April) Relationships of Teacher Characteristics and Mathematical Knowledge. Paper presented at AERA Annual Meeting.
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Schmidt, William, Joan Ferrini-Mundy, Richard T. Houang, Leland S. Cogan, and Robert Yearout. (2005 April)
Relationships of Standards and Curriculum to Student Achievement in Mathematics. Paper presented at AERA Annual
Meeting.
Schiller, Kathryn S., William Schmidt, Richard T. Houang, and Catherine C. Riegle-Crumb. (2005 April) Inside the Black
Box: Disentangling the Effects of Socialization, Tracking, and Curriculum. Paper presented at AERA Annual Meeting.
Kher, Neelam, William Schmidt, Richard T. Houang, and David Wiley. (2005 April) The Heinz-57 Mathematics Curriculum:
When More May Be Less. Paper presented at AERA Annual Meeting.
Schmidt, William. February, 2004. A vision for mathematics, Educational Leadership, Vo. 61, No. 5, pp. 6-11.
Schmidt, W. H., Houang, R. T. (2004) Increasing the Pool of Future Scientists. Oxford Encyclopedia of Science, Technology,
and Society.
Schmidt, W. H., Wang, H. C., & McKnight, C. C. (2005) Curriculum Coherence: An Examination of US Mathematics and
Science Content Standards From An International Perspective. Journal of Curriculum Studies, 37 (5), 525-559.
Schmidt, W. H. (Winter, 2003) The quest for a coherent school science curriculum: The need for an organizing principle.
Review of Policy Research, Vol. 20, No. 4
Schmidt, Wm., Houang, Richard, & Cogan, Leland. (Summer 2002) A Coherent Curriculum; The Case of Mathematics.
American Educator, American Federation of Teachers, Pp. 10-26.
Cogan, L. S., & Schmidt, W. H. (2002) Culture Shock - Eighth grade mathematics from an international perspective.
Educational Research and Evaluation: An International Journal on Theory and Practice, 8 (1), 13-39.
Cogan, Leland S., & William H. Schmidt. (2002) Culture Shock – Eighth-grade mathematics from an international
perspective. Educational Research and Evaluation, Vol 8, Issue 1 – pgs 13-39
Cogan, Leland S., Schmidt, W. H., & Wiley, David E. (2001) Who takes what math and in which track? Using TIMSS to
characterize U.S. students’ eighth-grade mathematics learning opportunities. Educational Evaluation and Policy Analysis,
Vol. 23, Number 4, winter 323-341
Cogan, Leland S., Wang, HsingChi A. & Schmidt, W. H. (2001) Culturally specific patterns in the conceptualization of the
school science curriculum: Insights from TIMSS. Studies in Science Education, 36 105-134.
Wang, HsingChi & Schmidt, William H. (2001) History, philosophy and sociology of science in science education: results
from the Third International Mathematics and Science Study. Science Education and Culture, 51-70 Vol. 10, No. 2.
Schmidt, W. H. & Leland S. Cogan. (October, 2001) International studies of education: Why should we care? Basic
Education, Vol. 46, No. 2.
Wang, H. A., & Schmidt, W. H. (January, 2000) Disclosing the TIMSS Performance Assessment: Implications for
Assessment Tasks Design in the 21st Century. Paper presented at the Second International Conference on Science,
Mathematics and Technology Education at Taipei, Taiwan..
Valverde, G. A., & Schmidt, W. H. (2000) Greater Expectations: Learning from other nations in the quest for world-class
standards in US school mathematics and science, Journal of Curriculum Studies, Vol. 32, No. 5, 651-687.
Cogan, L. S., & Schmidt, W. H. (1999). An Examination of Instructional Practices in Six Countries. In G. Kaiser, E. Luna,
& I. Huntley (Eds.), International Comparisons in Mathematics: The State of the Art (pp. 68-85). London: Falmer Press.
Schmidt, W. H., & Cogan, L. S. (Winter, 1999). The rest of the story: Putting the US twelfth grade TIMSS mathematics
achievement results in perspective. Focus on Calculus, 16, 5-7.
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Cogan, L. S., & Schmidt, W. H. (1999). The Importance of Science Content: Implications from TIMSS for Improving U.S.
Science Education. In J. H. Block, S. T. Everson, & T. R. Guskey (Eds.), Comprehensive School Reform: A Program
Perspective (pp. 315-336). Dubuque, IA: Kendall/Hunt.
Cogan, L. S., & Schmidt, W. H. (in press). Culture Shock - Eighth grade mathematics from an international perspective.
Educational Research and Evaluation: An International Journal on Theory and Practice.
Schmidt, W. H., & Wang, H. A. Gateway to Quality U.S. Science Education: Needed Implications of TIMSS Findings.
MSTA Journal, Vol 44(2), 7-13.
Wang, H. A., & Schmidt, W. H. History, Philosophy and Sociology of Science in Science Education: Results from the Third
International Mathematics and Science Study. Journal of Science & Education. Vol 10(1). Kluwer Academic Publisher.
Schmidt, W. H., & Wang, H. A. What Role Should TIMSS Play in Evaluation of U.S. Science Education?”Chapter in Jim
Altschuld’s (ed.) The State of the Art of the Evaluation of Science Education Programs. Published by the Kluwewr
Academic/Plenum Publishers.
Schmidt, W. H., & Prawat, R. S. (1999) What does the Third International Mathematics and Science Study tell us about
where to draw the line in the top down versus bottom up debate?" Educational Evaluation and Policy Analysis, 21 (2), 8591.
Cogan, Leland S., & Schmidt, W. H. (Fall, 1999) Middle School Math Reform, Middle Matters, Volume 8, Number 1, 2-3.
Schmidt, W. H. & Wang, Hsing Chi. (Fall, 1999) Gateway to Quality U.S. Science Education: Needed Implications of
TIMSS Findings, Michigan Science Teachers Association Journal, Vol. 44, No. 2, Pp. 7-12.
Schmidt, W. H., Houang, R. T., & Wolfe, R .G. (July 1999) Apples to Apples, The American School Board Journal 29-33.
Schmidt, W. H., & Cogan, Leland S. (Winter, 1999) The Rest of the Story: Putting the US Twelfth Grade TIMSS
Mathematics Achievement Results in Perspective, Focus on Calculus, Issue No. 16, pp. 5-7.
Schmidt, W. H., Jakwerth, P. M., & McKnight, C. C. (1998). Curriculum-sensitive assessment: Content does make a
difference. International Journal of Educational Research, 29 (6).
McKnight, C., & Schmidt, W.H. “Facing Facts in US Science and Mathematics Education: Where We Stand, Where We
Want to Go,” Journal of Science Education and Technology, In Press.
Jakwerth, P., Bianchi, L., McKnight, C. C., & Schmidt, W. H. (Summer. 1997) Focus in School Science: An International
Comparison, GEO Times.
Schmidt, W. H., Houang, R. T., & Bianchi, L. J. The Need for a National Focus Amidst Local Diversity,” Basic Education,
1996.
Schmidt, W. H., Valverde, G. A., McKnight, C. C., & Britton, E. D. (December, 1996) The Cross-National Study of
Curricula: Overview of an Integrated System of Measures of the Intended Curriculum Developed for the TIMSS. Revue
internationale d’education Sevres, 12, 119-133.
Schmidt, William H., & McKnight, C. (Fall, 1995) Surveying Educational Opportunity in Mathematics and Science: An
International Perspective, Educational Evaluation and Policy Analysis, Vol. 17, No. 3, Pp. 337-354.
Friebele, E. J., Askins, C. G., Shaw, C. M., Gingerich, M. E., Harrington, C. C., Griscom, D. L., Tsai, T. E., Pack, U. C., &
Schmidt, W. H. (1990) Correlation of single mode fiber radiation response and fabrication parameters. Materials Research
Society Symposium Proc., Vol. 172.
Friebele, E. J., Askins, C. G., Shaw, C. M., Gingerich, M. E., Harrington, C. C., Griscom, D. L., Tsai, T. E., Pack, U. C., &
Schmidt, W. H. (1990) Correlation of single mode fiber radiation response and fabrication parameters. Applied Optics.
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Schmidt, W. H. (1988) The mathematics curriculum in the United States: An international perspective. Journal of
Mathematics Behavior.
Schwille, J., Porter, Alford, L., Floden, R., Freeman, D., Irwin, S., & Schmidt, W. H. (1988) State policy and control of
curriculum decisions: Zones of tolerance for teachers in elementary school mathematics. Educational Policy, 2, 29-50.
Floden, R. E., Porter, A. C., Alford, L. E., Freeman, D. J., Irwin, S., Schmidt, W. H., & Schwille, J. R. (1988) Instructional
leadership at the district level: A closer look at autonomy and control. Educational Administration Quarterly, 24, 96-124.
Porter, A., Floden, R., Freeman, D., Schmidt, W., & Schwille, J. (1988) Content determinants in elementary school
mathematics. In D.A. Grouws & T.J. Cooney (Eds.), Perspectives on Research in Effective Mathematics Teaching (pp. 96113). Hillsdale, NJ: Lawrence Erlbaum Associates.
Schmidt, W. H., Porter, A. C., Floden, R. E., Freeman, D. J., & Schwille, J. R. (1987) Four patterns of teacher content
decision making. Journal of Curriculum Studies, 19, 439-56.
Kuhs, T., Porter, A. C., Floden, R. E., Freeman, D. J., Schmidt, W. H., & Schwille, J. R. (1985) Differences among teachers
in their use of curriculum - embedded tests. Elementary School Journal, 86, 141-153.
Schmidt, W., Roehler, L., Caul, J., Buchmann, M., Diamond, B., Solomon, D., & Crandall, D. (1985) The uses of curriculum
integration in language arts instruction: A study of six classrooms. Journal of Curriculum Studies. vol. 17. No. 3.
Porter, A. C., Kuhs, T. M., Freeman, D. J., Floden, R. E., Knappen, L. B., Schmidt, W. H., & Schwille, J. R. (1985)
Elementary mathematics textbooks. In T. G. Sticht and J. Cole (Eds.), The Textbook in American Education. New York:
Academic Press.
Schneider, B. L., Brown, L., Denny, T., Mathis, B. C., & Schmidt, W. H. (May, 1984) The deans’ perspective on the status of
doctoral programs in schools of education. Phi Delta Kappan.
Schmidt, W. H., & Buchmann, M. (1983) Six teachers’ beliefs and attitudes and their curricular time allocations. Elementary
School Journal, 84 (2), 162-171.
Freeman, D. J., Kuhs, T. M., Porter, A. C., Floden, R. E., Schmidt, W. H., & Schwille, J. R. (1983) Is there a national
curriculum in elementary school mathematics? condensed version published in The Education Digest, March, 1984, 47-49.
Originally published in Elementary School Journal, 83, 501-513.
Freeman, D., Belli, G., Porter, A., Floden, R., Schmidt, W. H., & Schwille, J. R. (1983) The influence of different styles of
textbook uses on instructional validity of standardized tests. Journal of Educational Measurement, 20, 259-271.
Schwille, J. R., Porter, A. C., Belli, G., Floden, R. E., Freeman, D. J., Knappen, L. B., Kuhs, T. M., & Schmidt, W. H. (1983)
Teachers as policy brokers in the content of elementary school mathematics. In L.S. Shulman and G. Sykes (Eds.), Handbook
on teaching and policy. New York: Longman.
Freeman, D. J., Kuhs, T. M., Porter, A. C., Floden, R. E, Schmidt, W. H. & Schwille, J. R. (1983) Do textbooks and tests
define a national curriculum in elementary school mathematics? Elementary School Journal, 83, 501- 513.
Schmidt, W. H., Porter, A. C., Schwille, J. R., Floden, R. E., & Freeman, D. J. (1983) Validity as a variable: Can the same
certification test be valid for all students? In G. F. Madaus (Ed.) The courts, validity, and minimum competency testing.
Boston: Kluwer-Hijhoff.
Schmidt, W. H., Caul, J, Byers, J. L., & Buchmann, M. (1983) Content of basal text selections: Implications for
comprehension instruction. In G. G. Duffy, L. Roehler & J. Mason (Eds.) Comprehension Instruction: Perspectives and
Suggestions. New York: Longman.
Schmidt, W. H. (1983) Content biases in achievement tests. Journal of Educational Measurement. 20, 165-178.
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Schmidt, W. H. (1983) High school course-taking: It’s relationship to achievement. Journal of Curriculum Studies, 15, 311332.
Schmidt, W. H. (1983) High school course taking: A study of Variation. Journal of Curriculum Studies, 15, 167-182.
Floden, R. E., Porter, A. C., Schmidt, W. H., Freeman, D. J., & Schwille, R. J. (1981) Responses to curriculum pressures: A
policy capturing study of teacher decisions about content. Journal of Education Psychology, 73, 129-141.
Floden, R. E., Porter, A. C., Schmidt, W. H., & Freeman, D. J. (1980) Don’t they measure the same thing?: Consequences of
standardized test selection. In E. L. Baker & E. S. Quellmalz (Eds.), Educational testing and evaluation: Design, analysis
and policy. Beverly Hills: Sage.
Porter, A. C., Schmidt, W. H., Floden, R. E., & Freeman, D. J. (1978) Practical significance in program evaluation. American
Educational Research Journal, 15, 529-546.
Scheifley, V., & Schmidt, W. H. (1978) Analysis of repeated measures data: A simulation study. Multivariate Behavioral
Research, 13, 347-362.
McSweeney, M., & Schmidt, W. H. (1977) Quantal response techniques for random predictor variables. Journal of
Educational Statistics, 2 (4), 257- 288.
Schmidt, W. H., McSweeney, M., & Hapkiewicz, (1977) W. An application of the qualitative logistic response model for
characterizing developmental patterns of aggression. Journal of Educational Statistics, 2 (3), 157-170.
Yelon, S. L., & Schmidt, W. H. (1973) The effect of objectives and instructions on the acquisition of a complex cognitive
task. Journal of Experimental Education, 41 (3), 91-96.
Schmidt, W. H., & Scheifley, (1973) V. Estimating the covariance matrix of the random components in the mixed model
appropriate to repeated measures data. American Educational Research Journal, 10 (2), 125-135.
Wiley, D. E., Schmidt, W. H., & Bramble, (1973) W. J. Studies of a class of covariance structure models. Journal of the
American Statistical Association, 68 (342), 317-323.
Reviews
Schmidt, W.H., Prawat, R.S., & Wang, H. C. (2001). The assessment of science understanding: Words or reality (Review of
the book Assessing science understanding: A human constructivist view), Contemporary Psychology, 46 (6), 602-604.
Schmidt, W. H. (1972) Glass & Stanley’s Statistical methods in educational psychology, Heermann & Braskamp’s Readings
in statistics for the behavioral sciences, and Bishir & Brewes’ Mathematics in the behavioral and social sciences. American
Educational Research Journal, 9 (2).
Schmidt, W. H., & Wiley, D. E.(1969) Mendenhall’s Introduction to Linear Models and the Design and Analysis of
Experiments, Educational and Psychological Measurement Journal, 29, (summer).
Wiley, D. E., & Schmidt, W. H. (1969) Mendenhall’s Introduction to Probability and Statistics, 2nd Edition, Educational
and Psychological Measurement Journal, 29 (summer).
Selected Technical Reports
TIMSS Population One and Two Curriculum and Questionnaire Analysis Plan: Discussion Paper Prepared for the TIMSS
Technical Advisory Committee Meeting, Survey of Mathematics and Science Opportunities, Research Report Series No. 70,
Michigan State University, July, 1995.
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Studying the World’s Curricula in Mathematics and the Sciences: Preparing the First International Report of the Third
International Mathematics and Science Study, Survey of Mathematics and Science Opportunities, Research Report Series No.
69, Michigan State University, March ,1995.
“TIMSS Curriculum Analysis: A Content Analytic Approach,” Survey of Mathematics and Science Opportunities, Research
Report Series No. 57, Michigan State University, March, 1993.
A Description of the TIMSS Achievement Test Content Design - Test Blueprints, Survey of Mathematics and Science
Opportunities, Research Report Series No. 59, Michigan State University.
TIMSS” Concepts, Measurements and Analyses, Survey of Mathematics and Science Opportunities, Research Report Series
No. 56, Michigan State University, February, 1993.
TIMSS” Concepts, Measurements and Analyses, Revision of Appendix C, Survey of Mathematics and Science Opportunities,
Research Report Series No. 56, Michigan State University, February 1993.
Teacher Context Questionnaires and Background Notes, Survey of Mathematics and Science Opportunities, Research Report
Series No. 55, Michigan State University, November, 1992.
An Analysis of Management Practices that Impact Performance, Best Practices Report, The International Quality Study, A
joint project of Ernst and Young and American Quality Foundation, 1992.
A Definitive Report on International Industry-Specific Quality Management Practices: Computer Industry
Report,”International Quality Study, A joint project of Ernst and Young and American Quality Foundation, 1992.
A Definitive Report on International Industry-Specific Quality Management Practices: Automotive Industry
Report,”International Quality Study, A joint project of Ernst and Young and American Quality Foundation, 1992.
A Definitive Report on International Industry-Specific Quality Management Practices: Health Care Industry Report,
International Quality Study, A joint project of Ernst and Young and American Quality Foundation, 1992.
A Definitive Report on International Industry-Specific Quality Management Practices: Banking Industry Report,
International Quality Study, A joint project of Ernst and Young and American Quality Foundation, 1992.
Science Curriculum Framework, Survey of Mathematics and Science Opportunities, Research Report Series No. 37,
Michigan State University, May, 1992.
Mathematics Curriculum Framework, Survey of Mathematics and Science Opportunities, Research Report Series No. 38,
Michigan State University, May, 1992.
Quoted in November 1991 issue of Quality Progress, Volume XXIV, Number 11, The International Quality Study by Karen
Bemowski.
“Definitive Study of the Best International Quality Management Practices: Top-Line Report,” A joint project of Ernst and
Young and American Qualilty Foundation, 1991.
Buchmann, M., & Schmidt, W. H. Content emphasis and its relationship to time/content allocations. (Research Series No.
88). East Lansing, Michigan: Institute for Research on Teaching, Michigan State University.
Freeman, D. J., Kuhs, T. M., Porter, A. C., Knappen, L. B., Floden, R. E., Schmidt, W. H., & Schwille, J. R. The fourth grade
mathematics curriculum as inferred from textbooks and tests. (Research Series No. 82). East Lansing, Michigan State
University.
Schmidt, W. H. Case study of state policies and practices in Michigan that bear on content decisions in mathematics.
Unpublished manuscript.
W.H. Schmidt Vita
9
Schwille, J., Beeftu, A., Navarro, R., Prouty, R., Raudenbush, S., Schmidt, W., Tsang, M., & Wheeler, C. (August, 1986)
Recognizing, fostering and modeling the effectiveness of schools as organizations in Third World countries. Prepared for
Project Bridges at Harvard University by Institute for Research on Teaching and Office for International Networks in
Education and Development, Michigan State University.
Porter, A., Floden, R., Freeman, D., Schmidt, W., & Schwille, J. (1986) Content determinants (with research instrumentation
appendices). Research Series No. 179. East Lansing, MI: Institute for Research on Teaching, Michigan State University.
Freeman, D. J., Belli, G., Porter, A. C., Floden, R. E., Schmidt, W. H., & Schwille, J. R. (1983) Consequences of different
styles of textbook use in preparing students for standardized tests. Research Series No. 107. East Lansing, MI: Institute for
Research on Teaching, Michigan State University.
Kuhs, T., Porter, A. C., Floden, R. E., Freeman, D., Schmidt, W. H., & Schwille, J. R. (1983) Differences among teachers in
their use of curriculum- embedded tests. Research Series No. 133. East Lansing, MI: Institute for Research on Teaching,
Michigan State University.
Schmidt, W. H., Caul, J., Diamond, B., Solomon, D., Cianciolo, P., Buchmann, M. (1983) Curriculum integration: Its use in
language arts instruction. Research Series No. l140. East Lansing, MI: Institute for Research on Teaching, Michigan State
University
Bauchner, J. E., Cox, P.L. & Schmidt, W. H. (1982) Volume III: Models of change part of series on a study of dissemination
efforts supporting school improvement, The Network, Andover, MA.
Schmidt, W. H. (February, 1980) High school counseling: Resources and impact. Final report submitted to National Center
for Education Statistics. Chicago, IL: ML Group.
Floden, R. E., Porter, A. C., Schmidt, W. H., Freeman, D. J., & Schwille, J. R. (1980) Responses to curriculum pressures: A
policy capturing study of teacher decisions about content. (Research Series No. 75). East Lansing, Michigan: Institute for
Research on Teaching, Michigan State University.
Schmidt, W. H., Roehler, L. & Buchmann, M. (1980) The curricular concepts of integration and meaningfulness in reading
and language arts instruction. (Research Series No. 49). East Lansing, Michigan: Institute for Research on Teaching,
Michigan State University.
Schwille, J. R., Porter, A. C., Gant, M., Floden, R. E., Freeman, D. J., Knappen, L. B., Kuhs, T. M., & Schmidt, W. H. (1980)
Factors influencing teachers’ decisions about what to teach: Sociological perspectives. (Research Series No. 62). East
Lansing, Michigan: Institute for Research on Teaching, Michigan State University.
Roehler, L., Schmidt, W. H., & Buchmann, M. (1980) How do teachers spend their language arts time? (Research Series No.
66). East Lansing, Michigan: Institute for Research on Teaching, Michigan State University.
Kuhs, T. M., Schmidt, W. H., Porter, A. C, Floden, R. E., Freeman, D. J., & Schwille, J. R. (1979) A taxonomy for
classifying elementary school mathematics content. (Research Series No. 4). East Lansing, Michigan: Institute for Research
on Teaching, Michigan State University.
Porter, A. C., Schwille, J. R., Floden, R. E., Freeman, D. J., Knappen, L. B., Kuhs, T. M., & Schmidt, W. H. (1979) Teacher
autonomy and the control of content taught. (Research Series No. 24). East Lansing, Michigan: Institute for Research on
Teaching, Michigan State University.
Schmidt, W. H. (1977) Continuous assessment of the occupational goals for the high school class of 1972. Management
Bulletin Series (Bulletin No. 26), Washington, D. C.: National Center for Education Statistics.
Scheifley, V. M., & Schmidt. W. H. (1973) Multivariance—modified and adapted for use on the CDC 6500. (Occasional
Paper No. 22). East Lansing, Michigan: Office of Research Consultation, School for Advanced Studies, College of Education,
Michigan State University.
W.H. Schmidt Vita
10
Schmidt, W. H., & Scheifley, V.M. (1971) Computer programs for maximum likelifactor analysis—an adaptation and
modification of K. G. Joreskog’s programs for use on the Michigan State University CDC 6500 Computer. Research Report
Series (Report No. 2). East Lansing, Michigan: Center for Urban Affairs, Michigan State University.
Schmidt, W. H., & Vatcharakiet, S. (1971) Survey of Black American, Mexican American and Indian American student
participation in the graduate programs at Michigan State University.
Schmidt, W. H. (1970) A survey of minority group participation at Michigan State University. Research Report Series
(Report No. l), East Lansing, Michigan: Center for Urban Affairs, Michigan State University.
Schmidt, W. H. (1970) Matrix operations subroutines for statistical computation—an adaptation of the matrix package of R.
Darrell Bock and Allan Peterson for use on the Michigan State University CDC 6500 Computer (Occasional Paper no. 13).
East Lansing, Michigan: Office of Research Consultation, School for Advanced Studies, College of Education, Michigan
State University.
Schmidt, W. H., & Wiley, D. E. (1968) Analysis of variance models and design of replication studies, a report for the
Educational Resources Center (ERIC), Chicago: Center for National Laboratory on Early Childhood Education.
W.H. Schmidt Vita
11