James Algina, Ed.D.

Professor Emeritus
Faculty, Anita Zucker Center for Excellence in Early Childhood Studies
Professor Emeritus, Research and Evaluation Methodology, School of Human Development and Organizational Studies in Education


Dr. James Algina is a professor emeritus of research and evaluation methodology, College of Education. Currently, he serves as Co-PI for an efficacy trial funded by the Institute of Education Sciences focused on embedded instruction. He is a core faculty member and serves on the leadership team for the Anita Zucker Center for Excellence in Early Childhood Studies.

He is a co-author of Classical and Modern Test Theory (1986) and was a UF Research Foundation Professor, a Fellow of the American Educational Research Association, and a Fellow of the American Psychological Association (Division 5). His research interests have been in effect sizes, robust methods of analysis, and sample size planning.

Dr. Algina has published more than 100 refereed articles and chapters. He has served as PI, Co-PI or researcher on 20 grants. In these efforts, his primary role was the design of studies and analyses of data.

Dr. Algina has mentored many junior faculty as well as master’s and doctoral students. In 2009, he received a UF Doctoral Mentor Award. He has worked with or provided methodological advising for researchers who have completed or are completing studies using ECLS-K, ECLS-B, ELS: 2002, NELS:88, PEELS, and the Early Head Start Research and Evaluation Study.

Selected Publications

Daunic, A., Worth, M., Poling, D., Algina, J., Corbett, N., Smith, S. W., & Crews, E. (2021). Efficacy of the social-emotional learning intervention for kindergarten and first grade students at-risk for emotional and behavioral disorders. Journal of School Psychology, 86, 78-99. https://doi.org/10.1016/j.jsp.2021.03.004

Hemmeter, M. L., Fox, L., Snyder, P., Algina, J., Hardy, J. K., Bishop, C., & Veguilla, M. (2021). Corollary child outcomes from the Pyramid Model professional development intervention efficacy trial. Early Childhood Research Quarterly, 54(1), 204-218  https://doi.org/10.1016/j.ecresq.2020.08.004

Aydin, B., & Algina, J. (2021). Best linear unbiased prediction of latent means in three-level data. Journal of Experimental Education. Advanced online publication. https://doi.org/10.1080/00220973.2021.1873088

Gill, M. G., Trevors, G., Greene, J. A., & Algina, J. (2020). Don’t take it personally? The role of personal relevance in conceptual change. The Journal of Experimental Education. Advance online publication. https://doi.org/10.1080/00220973.2020.1754152

Aydin, B., Algina, J., & Leite, W. L. (2019). Comparison of model- and design-based approaches to detect the treatment effect and covariate by treatment interactions in three-level models for multi-site cluster-randomized trials. Behavior Research Methods, 51(1), 243-257. https://doi.org/10.3758/s13428-018-1080-1

Huggins-Manley, A. C., Algina, J., & Zhou, S. (2018). Models for semi-ordered data to address not applicable responses in scale measurement. Structural Equation Modeling: A Multidisciplinary Journal, 25(2), 230-243. https://doi.org/10.1080/10705511.2017.1376586

Selected Links

View recent publications for Anita Zucker Center members

James Algina, Ed.D.


Ed.D. in Psychometrics, Statistics, University of Massachusetts

B.A. in Psychology, University of Rhode Island

Select Honors, Awards and Appointments

UF Doctoral Mentor Award, 2009

University of Florida Research Foundation Professor, 2001-2003

Editorial Appointments

Editorial Board, Contemporary Educational Psychology, 1996-2014

Editorial Board,  Psychological Methods, 1999-2013

Editorial Board, Journal of Experimental Education, 1996-2013

Editorial Board, Journal of Educational Measurement, 1986-1989, 1996-2013

Associate Editor, American Educational Research Journal, Section on Teaching, Learning, and Human Development, 1996-1998

Editor, Journal of Educational Measurement, 1990-1992