Tyler Matta
About Tyler Matta
Tyler Matta serves as a Principal Scientist, focusing on innovations in reporting and assessment. He has a strong background in psychometrics and educational measurement, with experience in various academic and research institutions.
Current Role as Principal Scientist
Tyler Matta currently serves as Principal Scientist at NWEA, a position he has held since 2021. In this role, he focuses on innovations in reporting and assessment, utilizing his expertise in educational measurement tools. His work involves bridging learning sciences with psychometrics, contributing to the design and development of effective measurement solutions.
Previous Experience at NWEA
Prior to his current role, Tyler Matta worked at NWEA as a Senior Research Scientist for nine months in 2021 and as a Senior Research Associate from 2014 to 2016. During these tenures, he contributed to various research initiatives aimed at enhancing educational assessment methodologies.
Educational Background
Tyler Matta earned his Doctor of Philosophy (PhD) in Educational Leadership and Quantitative Methodology from the University of Oregon, where he studied from 2013 to 2016. He also holds a Master of Science (M.S.) in Art and Design Education from Pratt Institute, completed between 2004 and 2007. Additionally, he participated in a Summer Program in Quantitative Methods of Social Research at the University of Michigan, receiving a certificate in 2014.
Expertise in Psychometrics and Data Science
Tyler Matta possesses strong expertise in latent variable modeling and computational psychometrics, which are essential for psychometric research and product development. He is experienced in using statistical programming languages and tools such as R, Git, LaTeX, Stan, and AWS, which he applies in data science and educational measurement projects.
Focus on Educational Equity and Policy
Tyler Matta is motivated to improve educational decision-making tools and focuses on building equitable educational systems. His work involves engagement in learning theory and education policy, as well as growth modeling and measurement scaling, reflecting his commitment to enhancing educational outcomes.