Jeffrey A. Rosen’s current research focuses on social and emotional learning, survey measures of social and emotional skills, and research related to at-risk student populations.
Dr. Rosen’s current projects include an Institute of Education Sciences (IES) Investing in Innovation i3 grant award to evaluate a systemic school-based learning intervention in which administrators, guidance counselors, and teachers intentionally and deliberately attend to students’ academic, social and emotional, and behavioral needs. Dr. Rosen is also a co-investigator on an IES-funded multisite cluster randomized controlled trial to assess the efficacy of an online game designed to improve children’s skills in the areas of impulse control, communication, cooperation, social initiation, empathy, and emotion regulation. Dr. Rosen is also leading a quasi-experimental impact study of the Hartford, Connecticut, Community Schools program and was recently a co-investigator on a Spencer Foundation-funded study that sought to determine the contributions of noncognitive skills and traits to educational outcomes.
Dr. Rosen has recently published his research in American Journal of Education, AERA Open, Survey Practice, Field Methods, and Survey Methods. Dr. Rosen has also authored numerous technical reports for the U.S. Department of Education including reports on high school dropouts. Dr. Rosen is lead author of the book, “Non-cognitive skills in the classroom: New perspectives on educational research.”
Dr. Rosen joined RTI in 2006. Previously, he was a research analyst for the Chicago Public Schools. He holds a graduate certification in survey methodology from The Ohio State University and is a member of the American Education Research Association, American Association for Public Opinion Research, and Midwest Association for Public Opinion Research.