Page 103 - The Importance of Common Metrics for Advacing Social Science Theory and Research

The Importance of Common Metrics for Advancing Social Science Theory and Research: A Workshop Summary
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APPENDIX B 91

policy. He has headed projects on the evaluation of medical imaging tech-
nologies, computer simulation applied to understanding the natural his-
tory of breast cancer, application of Bayesian analysis to cost-effectiveness
computations, and application of health-related quality of life measures
to populations. He continues to conduct research using the public data
set he helped to create, the U.S. National Health Measurement Study. He
is a member of the Institute of Medicine. He has a Ph.D. in mathematical
psychology from the University of Michigan.

David B. Grusky is professor of sociology at Stanford University, director
of the Center for the Study of Poverty and Inequality, coeditor of Pathways
Magazine, and coeditor of the Stanford University Press Social Inequality
Series. His research addresses issues of inequality and takes on such ques-
tions as whether and why gender, racial, and class-based inequalities are
growing stronger, why they differ in strength across countries, and how
such changes and differences are best measured. He is a fellow of the
American Association for the Advancement of Science, a recipient of the
2004 Max Weber Award, founder of the Cornell University Center for the
Study of Inequality, and a former Presidential Young Investigator. He has
M.S. and Ph.D. degrees in sociology from the University of Wisconsin,
Madison.

Robert M. Hauser is executive director, Division of Behavioral and Social
Sciences and Education at the National Research Council and Vilas Re-
search Professor, Emeritus, at the University of Wisconsin, Madison. He has
worked on the Wisconsin Longitudinal Study since 1969 and directed it since
1980. His current research interests include trends in educational progres-
sion and social mobility in the United States among racial and ethnic groups,
the uses of educational assessment as a policy tool, the effects of families
on social and economic inequality, and changes in socioeconomic standing,
health, and well-being across the life course. He is a member of the National
Academy of Sciences and has served on the National Research Council’s
Committee on National Statistics, Division of Behavioral and Social Sciences
and Education, and Board on Testing and Assessment; he also has served on
numerous research panels of the National Research Council and has chaired
panel studies of high-stakes testing and standards for adult literacy. He has
a B.A. in economics from the University of Chicago and M.A. and Ph.D.
degrees in sociology from the University of Michigan.

Rick Hoyle is professor of psychology and neuroscience at Duke University,
where he serves as associate director of the Center for Child and Family
Policy and director of the Methodology and Statistics Core in the Trans-
disciplinary Prevention Research Center. The primary focus of his research

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