Dr Daniel Caro

Daniel Caro is a Research Fellow at OUCEA. Daniel completed a Ph.D. in Education from the Freie Universität Berlin, a Master’s degree in Interdisciplinary Studies from the University of New Brunswick, and a BA in Economics from Universidad del Pacifico. He has been a Fellow of the International Max Planck Research School on the Life Course (LIFE) and the OECD’s Thomas J. Alexander Fellowship Programme.

Daniel convenes the MSc Education (Research Design and Methodology) Programme in the Department of Education.

At OUCEA, Daniel is working on the following research projects: achievement growth and differential school effectiveness in Peru, the impact of linear and modular examinations at GCSE, indicators of education system effectiveness, PIRLS 2016 National Centre, and the R ‘intsvy’ package. He has previously been involved in research projects related to the study of rater effects, predictability of examinations, and ethnicity gaps in educational attainment.

Daniel has a presence on LinkedIn, ResearchGate and Twitter: @daniel_h_caro.

Research interests and areas for student supervision

Daniel’s primary research interests reside in the areas of education inequality, educational effectiveness, international assessments, mixed models in cross-sectional and longitudinal settings, and causal inference with observational data. Daniel has developed the R ‘intsvy’ package for the analysis of PISA, PIAAC, PIRLS and TIMSS datasets.

Research grants awarded

2016-17  Longitudinal Study of Differential School Effectiveness in Reading and Mathematics (Funder: Ministry of Education Peru/World Bank; Role: PI; Award: £54,046)

2016-19  Assessment for Learning in Africa (Funder: ESRC-DfID; Role: Co-Investigator; Award: £695,120)

2016  Indicators of Education System Effectiveness (Funder: John Fell OUP Research Fund; Role: co-PI; Award: £7,500)

2013-18  PIRLS 2016 National Centre (Funder: Department for Education; Role: Researcher; Award: £178,254)

2014-18  Impact of Linear and Modular Examinations (Funder: Ofqual; Role: Co-applicant; Award: £241,420)

2014-15  Teaching Excellence Award (Funder: University of Oxford; Role: PI; Award: £4,050)

2014-15  Thomas J. Alexander Fellowship (Funder: OECD; Role: PI; Award: €18k)

2013  Predictability of the Irish Leaving Certificate Examinations (Funder: State Examination Commission, Ireland; Role: Researcher; Award: £90,570)

2013  Ethnicity Gaps in Educational Attainment (Funder: John Fell Small Grant; Role: PI; Award: £7,463)

2013  Multilevel Modelling for the Study of Rater Effects (Funder: Pearson; Role: Researcher; Award: £29,228)

Journal articles

Web publications

Book chapters and reports

  • 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.
  • 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., 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.
  • 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.

Category

  • Research Fellow

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