A PROFESSIONAL RESEARCHER

Dr. Marroquín (citizen of the Apache Tribe of Oklahoma and also of Mescalero Apache descent) is a statistical analyst for the Dallas Independent School District (ISD). As a statistical analyst for Dallas ISD, Dr. Marroquín collects, cleans, codes, and analyzes data to aid in the achievement analyses and assessment of over 154,000 students and 11,000 teachers. These data and the resulting reports are a metric in evaluating teaching performance and setting objectives for the district. Additionally, he works on identifying testing irregularities on both the STAAR (State of Texas Assessments of Academic Readiness) and the ACP (Assessment of Course Placement) by utilizing psychometric and regression techniques. In addition to statistical programming duties, he also does statistical modeling, prediction, growth curve modeling, item response theory, and classical test theory analyses. His tenure at Dallas ISD has given him direct experience with accountability and evaluation.

Dr. Marroquín is also a methodologist providing statistical consulting (e.g., research design, statistical analysis, results interpretations) to school districts, non-profits, and doctoral students. Some of his clients include Indigenous Education Inc., the American Indian College Fund, Instructional Connections, Measurement Inc., and over 30 doctoral students who have successfully defended their dissertations. 

In addition to K-12 evaluation and assessment experience, Dr. Marroquín was an academic advisor at Three Rivers Community College (Norwich, CT) and Tarrant County College (Fort Worth, TX). At Three Rivers, he worked with the Connecticut College Access and Success (ConnCAS) Program, which sought to raise college student achievement by strengthening the efforts of student support services, which in turn resulted in increased retention and graduation rates among Black, Latinx, and Native American, students.

His interests lie heavily in quantitative methodology (e.g., instrument design/q-methodology, structural equation modeling, hierarchical linear modeling, propensity score matching, value-added modeling), Indigenous methodologies, Native American higher education, K-12 evaluation and accountability, and transculturation.