James Soland

2.4k total citations · 2 hit papers
64 papers, 1.5k citations indexed

About

James Soland is a scholar working on Education, Management Science and Operations Research and Experimental and Cognitive Psychology. According to data from OpenAlex, James Soland has authored 64 papers receiving a total of 1.5k indexed citations (citations by other indexed papers that have themselves been cited), including 37 papers in Education, 17 papers in Management Science and Operations Research and 16 papers in Experimental and Cognitive Psychology. Recurrent topics in James Soland's work include School Choice and Performance (20 papers), Early Childhood Education and Development (18 papers) and Psychometric Methodologies and Testing (16 papers). James Soland is often cited by papers focused on School Choice and Performance (20 papers), Early Childhood Education and Development (18 papers) and Psychometric Methodologies and Testing (16 papers). James Soland collaborates with scholars based in United States, Iraq and Norway. James Soland's co-authors include Megan Kuhfeld, Angela Johnson, Erik Ruzek, Beth Tarasawa, Jing Liu, Joseph A. Rios, Steven L. Wise, Lindsay Fox, Susanna Loeb and Lia E. Sandilos and has published in prestigious journals such as American Psychologist, Child Development and Educational Researcher.

In The Last Decade

James Soland

57 papers receiving 1.4k citations

Hit Papers

align trajectories

What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

Projecting the Potential Impact of COVID-19 School Closures on Academic Achievement

2020 629 citations Megan Kuhfeld, James Soland et al. profile →
Test Score Patterns Across Three COVID-19-Impacted School Years

2022 104 citations Megan Kuhfeld, James Soland et al. profile →

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
James Soland United States	18	794	348	215	211	190	64	1.5k
Megan Kuhfeld United States	20	919 1.2×	475 1.4×	217 1.0×	132 0.6×	140 0.7×	66	1.7k
Leslie Rutkowski United States	16	774 1.0×	329 0.9×	435 2.0×	265 1.3×	296 1.6×	65	1.9k
John R. Slate United States	24	1.2k 1.5×	224 0.6×	258 1.2×	126 0.6×	225 1.2×	240	2.0k
Joseph A. Rios United States	19	590 0.7×	81 0.2×	251 1.2×	303 1.4×	224 1.2×	49	1.4k
Howard T. Everson United States	17	567 0.7×	170 0.5×	215 1.0×	391 1.9×	357 1.9×	52	1.6k
Don A. Klinger Canada	26	1.3k 1.6×	243 0.7×	298 1.4×	89 0.4×	172 0.9×	72	2.0k
David Rutkowski United States	15	550 0.7×	132 0.4×	153 0.7×	131 0.6×	118 0.6×	65	1.1k
Gregory J. Cizek United States	22	1.1k 1.4×	75 0.2×	152 0.7×	353 1.7×	130 0.7×	81	1.9k
Brenda H. Loyd United States	20	1.1k 1.3×	320 0.9×	158 0.7×	195 0.9×	128 0.7×	38	2.2k
Claus H. Carstensen Germany	20	393 0.5×	115 0.3×	135 0.6×	342 1.6×	213 1.1×	53	1.1k

Countries citing papers authored by James Soland

Since Specialization

Citations

This map shows the geographic impact of James Soland'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 James Soland with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites James Soland more than expected).

Fields of papers citing papers by James Soland

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by James Soland. 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 James Soland. The network helps show where James Soland may publish in the future.

Co-authorship network of co-authors of James Soland

This figure shows the co-authorship network connecting the top 25 collaborators of James Soland. A scholar is included among the top collaborators of James Soland 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 James Soland. James Soland is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

Miller, Luke C., et al.. (2025). Latent School-Level Classes of Teacher Working Conditions in Virginia: Description, Teacher Preferences, and Contextual Factors. AERA Open. 11.

Soland, James, et al.. (2025). Estimating heterogeneous treatment effects with item‐level outcome data: Insights from Item Response Theory. Journal of Policy Analysis and Management. 44(4). 1417–1449. 3 indexed citations

Soland, James, et al.. (2024). Developing a measure to evaluate education research-practice partnerships. Research Evaluation. 33.

Rimm‐Kaufman, Sara E., James Soland, & Megan Kuhfeld. (2024). Social and emotional competency development from fourth to 12th grade: Relations to parental education and gender.. American Psychologist. 80(3). 359–374. 4 indexed citations

Xu, Rujun & James Soland. (2024). Beyond group comparisons: Accounting for intersectional sources of bias in international survey measures. International Journal of Testing. 24(3). 230–258.

Kuhfeld, Megan & James Soland. (2023). Scoring assessments in multisite randomized control trials: Examining the sensitivity of treatment effect estimates to measurement choices.. Psychological Methods. 7 indexed citations

Rios, Joseph A. & James Soland. (2022). An investigation of item, examinee, and country correlates of rapid guessing in PISA. International Journal of Testing. 22(2). 154–184. 18 indexed citations

Umansky, Ilana M., Karen D. Thompson, James Soland, & Amanda K. Kibler. (2022). Understanding newcomer English learner students’ English language development: Comparisons and predictors. Bilingual Research Journal. 45(2). 180–204. 4 indexed citations

Kuhfeld, Megan, James Soland, & Karyn L. Lewis. (2022). Investigating differences in how parents and teachers rate students’ self-control.. Psychological Assessment. 35(1). 23–31. 7 indexed citations

10.

Domingue, Benjamin W., Michael J. Sulik, Matthieu Brinkhuis, et al.. (2022). Speed–Accuracy Trade-Off? Not So Fast: Marginal Changes in Speed Have Inconsistent Relationships With Accuracy in Real-World Settings. Journal of Educational and Behavioral Statistics. 47(5). 576–602. 10 indexed citations

11.

Soland, James, et al.. (2022). How survey scoring decisions can influence your study’s results: A trip through the IRT looking glass.. Psychological Methods. 29(5). 1003–1024. 16 indexed citations

12.

Soland, James, et al.. (2022). Empirical benchmarks for changes in social and emotional skills over time. Child Development. 93(4). 1129–1144. 10 indexed citations

13.

Rios, Joseph A. & James Soland. (2021). Investigating the Impact of Noneffortful Responses on Individual-Level Scores: Can the Effort-Moderated IRT Model Serve as a Solution?. Applied Psychological Measurement. 45(6). 391–406. 14 indexed citations

14.

Domingue, Benjamin W., et al.. (2021). Variation in Respondent Speed and its Implications: Evidence from an Adaptive Testing Scenario. Journal of Educational Measurement. 58(3). 335–363. 9 indexed citations

15.

Johnson, Angela, Megan Kuhfeld, & James Soland. (2021). The Forgotten 20%: Achievement and Growth in Rural Schools Across the Nation. AERA Open. 7. 11 indexed citations

16.

Rios, Joseph A. & James Soland. (2020). Parameter Estimation Accuracy of the Effort-Moderated Item Response Theory Model Under Multiple Assumption Violations. Educational and Psychological Measurement. 81(3). 569–594. 26 indexed citations

17.

Kuhfeld, Megan & James Soland. (2020). Estimating Student Growth on Psychological and Social-emotional Constructs: A Comparison of Multiple Scoring Approaches. 1 indexed citations

18.

Kuhfeld, Megan & James Soland. (2020). Avoiding bias from sum scores in growth estimates: An examination of IRT-based approaches to scoring longitudinal survey responses.. Psychological Methods. 27(2). 234–260. 27 indexed citations

19.

Soland, James. (2019). Can Item Response Times Provide Insight Into Students’ Motivation and Self‐Efficacy in Math? An Initial Application of Test Metadata to Understand Students’ Social–Emotional Needs. Educational Measurement Issues and Practice. 38(3). 86–96. 8 indexed citations

20.

Soland, James. (2017). Combining Academic, Noncognitive, and College Knowledge Measures to Identify Students Not on Track for College: A Data-Driven Approach.. 12. 5–19. 2 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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