Fred Cline

419 total citations
9 papers, 253 citations indexed

About

Fred Cline is a scholar working on Education, Management Science and Operations Research and Social Psychology. According to data from OpenAlex, Fred Cline has authored 9 papers receiving a total of 253 indexed citations (citations by other indexed papers that have themselves been cited), including 5 papers in Education, 4 papers in Management Science and Operations Research and 1 paper in Social Psychology. Recurrent topics in Fred Cline's work include Psychometric Methodologies and Testing (4 papers), Student Assessment and Feedback (2 papers) and School Choice and Performance (2 papers). Fred Cline is often cited by papers focused on Psychometric Methodologies and Testing (4 papers), Student Assessment and Feedback (2 papers) and School Choice and Performance (2 papers). Fred Cline collaborates with scholars based in United States. Fred Cline's co-authors include Cathy Wendler, Nathan Bell, Brent Bridgeman, Catherine M. Millett, John W. Young, Elizabeth A. Stone, Yeonsuk Cho, Guangming Ling, Jonathan Steinberg and David M. Klieger and has published in prestigious journals such as Educational Assessment, ETS Research Report Series and Journal of Career and Technical Education.

In The Last Decade

Fred Cline

9 papers receiving 217 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name	h						Papers	Cites
Fred Cline United States	5	126	75	45	43	35	9	253
Sally Boyd	8	156 1.2×	34 0.5×	12 0.3×	17 0.4×	36 1.0×	35	261
Martin Stigmar Sweden	8	334 2.7×	28 0.4×	39 0.9×	13 0.3×	33 0.9×	25	500
Vitallis Chikoko South Africa	11	289 2.3×	38 0.5×	15 0.3×	71 1.7×	38 1.1×	36	394
David E. Drew United States	11	145 1.2×	23 0.3×	17 0.4×	30 0.7×	20 0.6×	52	311
MaryBeth Walpole United States	6	178 1.4×	17 0.2×	26 0.6×	42 1.0×	50 1.4×	18	262
Nancy H. Hensel United States	6	143 1.1×	39 0.5×	13 0.3×	51 1.2×	76 2.2×	17	263
Christine L. Cho United States	7	183 1.5×	32 0.4×	17 0.4×	15 0.3×	15 0.4×	12	326
Carolyn Ridenour United States	8	134 1.1×	32 0.4×	8 0.2×	12 0.3×	24 0.7×	24	261
Paul A. Winter United States	11	254 2.0×	26 0.3×	29 0.6×	9 0.2×	41 1.2×	43	347
Nancy Lawrence United States	4	151 1.2×	31 0.4×	9 0.2×	51 1.2×	20 0.6×	7	287

Countries citing papers authored by Fred Cline

Since Specialization

Citations

This map shows the geographic impact of Fred Cline's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Fred Cline with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Fred Cline more than expected).

Fields of papers citing papers by Fred Cline

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Fred Cline. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Fred Cline. The network helps show where Fred Cline may publish in the future.

Co-authorship network of co-authors of Fred Cline

This figure shows the co-authorship network connecting the top 25 collaborators of Fred Cline. A scholar is included among the top collaborators of Fred Cline based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Fred Cline. Fred Cline is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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9 of 9 papers shown

1.

Young, John W., et al.. (2014). The Validity of Scores from the "GRE"® revised General Test for Forecasting Performance in Business Schools: Phase One. ETS GRE® Board Research Report. ETS GRE®-14-01. ETS Research Report. RR-14-17.. ETS Research Report Series. 4 indexed citations

2.

Young, John W., et al.. (2014). The Validity of Scores from the GRE^® revised General Test for Forecasting Performance in Business Schools: Phase One. ETS Research Report Series. 2014(2). 1–10. 5 indexed citations

3.

Wendler, Cathy, et al.. (2012). Pathways through Graduate School and into Careers.. 67 indexed citations

4.

Wendler, Cathy, et al.. (2012). Pathways through Graduate School and into Careers. Executive Summary.. 3 indexed citations

5.

Cline, Fred, et al.. (2012). Dual Goals: The Academic Achievement of College Prep Students with Career Majors. Journal of Career and Technical Education. 27(2). 4 indexed citations

6.

Wendler, Cathy, et al.. (2010). The Path Forward: The Future of Graduate Education in the United States.. 136 indexed citations

7.

Young, John W., Jonathan Steinberg, Fred Cline, et al.. (2010). Examining the Validity of Standards-Based Assessments for Initially Fluent Students and Former English Language Learners. Educational Assessment. 15(2). 87–106. 4 indexed citations

8.

Young, John W., Yeonsuk Cho, Guangming Ling, et al.. (2008). Validity and Fairness of State Standards-Based Assessments for English Language Learners. Educational Assessment. 13(2-3). 170–192. 29 indexed citations

9.

Engelhard, George, Carol M. Myford, & Fred Cline. (2000). INVESTIGATING ASSESSOR EFFECTS IN NATIONAL BOARD FOR PROFESSIONAL TEACHING STANDARDS ASSESSMENTS FOR EARLY CHILDHOOD/GENERALIST AND MIDDLE CHILDHOOD/GENERALIST CERTIFICATION. ETS Research Report Series. 2000(2). 1 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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