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Professor Richard Murnane of Harvard University's
Graduate School of Education (left) with David
Ferrero, Director, Bill & Melinda Gates
Foundation
Conference presenters (left to right): Shirley
Schwartz, Director, Council of the Great City
Schools; George Bohrnstedt, Senior Vice President,
American Institutes for Research; G. Alfred
Hess, Director, Center for Urban School Policy,
Northwestern University
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Presenters and Panelists
Anthony Amato is Superintendent
of New Orleans Public Schools. Previously, he served
as the superintendent of Hartford Public Schools, where
he implemented a reorganization of the Hartford school
district and instituted a series of programs and curriculum
reforms aimed at bringing stability and academic excellence
to Connecticut's largest school district. Prior to his
work in Hartford, Amato spent 12 years as superintendent
for New York City School District 6, where he helped
raise the district from being the city's lowest performing
to being rated 15th out of 32 districts citywide.
Dr. Howard Bloom is Chief Social Scientist for
MDRC, where he leads the development of experimental
and quasi-experimental methods for estimating program
impacts and works closely with MDRC staff to build these
methods into research designs. Prior to coming to MDRC,
he taught research methods, program evaluation, and
applied statistics for 21 years at Harvard University
and at New York University.
Dr. George W. Bohrnstedt is Senior Vice President for
Research at the American Institutes for Research (AIR),
where he is involved in the development of new programs
of research, especially in the area of education. He
also leads AIR's Council of Chief Scientists in the
development of new applied methodological and statistical
tools. Bohrnstedt has a deep interest in issues of education
research and policy at the K-12 level. He currently
chairs the National Assessment of Educational Progress
Validity Studies Panel at the National Center for Education
Statistics. Formerly, he was the principal investigator
of the Bill & Melinda Gates Foundation-funded evaluation
of an initiative to create small, personalized high
schools and the Co-Principal Investigator of the evaluation
of California's K-3 Class Size Reduction Program.
Judy Bray is a state education analyst with a national
focus. With more than two decades of experience in the
state policy arena, she helps state leaders cut through
the intricacies of education policy and practice. Bray
writes on topics ranging from accountability to service
learning, presents policy analysis in a wide array of
settings, and facilitates state work groups who wish
to take action. Her consulting practice supports educators
and policy leaders working together to analyze, initiate,
and sustain system reform efforts.
Dr. Phoebe Cottingham is Commissioner of the National
Center for Education Evaluation and Regional Assistance
at the U.S. Department of Education's Institute of Education
Sciences (IES). Before joining IES, Cottingham was the
senior program officer for domestic public policy at
the Smith Richardson Foundation, where she developed
priorities and strategies to fund innovative projects
on school reform and early childhood education. Previously,
Cottingham served as associate director of the Rockefeller
Foundation's Equal Opportunity Program, where she oversaw
projects dealing with minority single parenting, community-based
employment programs, and child care policy.
Dr. Larry Cuban is Professor Emeritus of Education at
Stanford University. He taught social studies for fourteen
years in inner-city high schools and worked for seven
years as a district superintendent. Cuban also worked
directly with Bay Area teachers and administrators as
a sponsor of a social studies alumni group of the Stanford
Teacher Education Program (STEP). Trained as an historian,
Cuban has written extensively about the history of school
reform, leadership, teaching, and the uses of technology
in schools.
Dr. Fred Doolittle is Vice President of MDRC's Department
of Education, Children, and Youth, which specializes
in studies of programs for economically disadvantaged
youth. He is currently directing MDRC's evaluation of
the Scaling Up First Things First Initiative and is
the Research Director for the National Evaluation of
Project Graduation Really Achieves Dreams (Project GRAD).
Doolittle is also overseeing a multiyear demonstration
and evaluation of reading and math curricula in after-school
programs throughout the country for the U.S. Department
of Education.
Dr. David Ferrero has worked as a journalist, high school
teacher, policy researcher, educational technology consultant,
and state policy consultant on teacher quality. He has
master's degrees in English and American studies and
a doctorate in education policy from Harvard University.
As Director of Evaluation and Policy Research for education
programs at the Bill & Melinda Gates Foundation,
Ferrero oversees policy initiatives and program evaluation,
and he co-manages the Foundation's national high school
program.
Steve Fleischman is Principal Research Scientist
at the American Institutes for Research, where he specializes
in the identification and successful implementation of
effective education programs and practices. With nearly
20 years of education experience, Fleischman has served
over the past 10 years as a director of and advisor to
many education projects, including "Educators' Guide
to Schoolwide Reform," "Guidelines for Ensuring
the Quality of National Design-Based Assistance Providers,"
and "Standards for Web-Based Education Products and
Services."
Corinne Herlihy is a Research Associate at MDRC
and currently serves on the Talent Development Evaluation
team, for which she has developed data management strategies
for quantitative data obtained from school districts.
She also conducts analyses of school- and student-level
data for Talent Development. Herlihy co-authored MDRC's
report commissioned by the Council of the Great City Schools,
Foundations for Success, a compilation of case studies
of promising district-wide efforts to raise achievement
and close achievement gaps in underserved communities.
Prior to her graduate studies at Harvard University, where
she earned a master's degree in public policy at the Kennedy
School of Government, Herlihy was a teacher of mathematics
at the middle and high school levels.
Dr. G. Alfred Hess, Jr. is Research Professor of
Education and Social Policy, Director of the Center for
Urban School Policy, and Coordinator of The Lighthouse
Project at Northwestern University, where he studies educational
policy, urban public education, and school finance. Previously,
he directed the Chicago Panel on School Policy, and in
this capacity, he was one of the founders of the Chicago
School Reform Act of 1988. Currently, he directs evaluation
projects for the Chicago Public Schools and coordinates
the University's partnership with the Evanston School
District 65.
Glee Ivory Holton is Director of Development at MDRC.
She has served as a senior manager for education programs
and has had extensive experience working with youth
programs, schools, and school districts. Holton was
a court-appointed monitor for the Cleveland School Desegregation
Case. She is currently the Director of the Project GRAD
national evaluation.
Naomi Housman is the Coordinator for the National
High School Alliance, based at the Institute for Educational
Leadership in Washington, D.C. She has focused her career
on serving public school systems in high-poverty urban
communities, with a particular emphasis on secondary
education. In her current role, Housman helps to mobilize
the resources, knowledge, and capacity of the partner
organizations to work collectively in shaping policy,
research, practice, and public engagement. The vision
of the High School Alliance is to foster high achievement,
close the achievement gap, and promote civic and personal
growth among all youth in our high schools and communities.
Robert J. Ivry is Senior Vice President for Development
and External Affairs at MDRC. He is a nationally known
expert on social policy issues, especially in the areas
of workforce development, school-to-career, education
reform, welfare reform, and youth development/employment.
Ivry plays a major leadership role at MDRC, working
with the federal government, states, localities, school
districts, and community-based organizations to develop
and test innovative ideas designed to improve the economic
well-being and life circumstances of low-income populations.
Currently, he directs a demonstration called Opening
Doors, aimed at helping low-income individuals earn
college credentials, and he coordinates MDRC's work
with at-risk youth.
Dr. James J. Kemple is a Senior Fellow in MDRC's
Department of Education, Children, and Youth, also serving
as a senior advisor and policy analyst for the department.
He has served as principal investigator and research
director on a variety of MDRC's education, employment
and training, and welfare-to-work program evaluations.
He is the principal investigator for the Career Academies
Evaluation and the National Evaluation of the Talent
Development Model. He is heading the design and site
recruitment tasks for the National Reading First Impact
Study. As a practitioner, Kemple taught high school
math and managed a three-phased supplementary academic
and high school placement program for disadvantaged
youth in Washington, DC.
Dr. Mark Lipsey is Director of the Center for
Evaluation Research and Methodology and a Senior Research
Associate at the Vanderbilt Institute for Public Policy
Studies at Vanderbilt University. He received a Ph.D.
in psychology from The Johns Hopkins University, following
a B.S. in applied psychology from The Georgia Institute
of Technology. His recent research has mainly involved
the application of meta-analysis techniques to identify
effective intervention programs and predictive risk
factors for juvenile antisocial behavior, issues of
methodological quality in program evaluation research,
and ways to apply research findings to improve program
practice. He has published books, articles, and technical
reports in these areas, including Practical Meta-Analysis
(with David Wilson) and Evaluation: A Systematic Approach,
7th Edition (with Peter Rossi and Howard Freeman).
Dr. Monica Martinez is Director of the Network
for the Advancement of Secondary Education, a new center
at the Institute for Education Leadership (IEL) in Washington,
D.C. She serves as the Project Director for IEL's work
with the National Clearinghouse for School Reform, the
Theme High Schools Network, and the Catalog of Research
on Secondary School Reform. She is the founder of and
senior advisor to the National High School Alliance,
and she oversees IEL's work with the Pathways to College
Network. She has worked in a variety of higher education
institutions and intermediary organizations that provide
programmatic assistance in partnership development,
school change, and research and evaluation. Her work
has focused on issues related to educational access
and achievement for low-income and minority students.
Dr. C. Kent McGuire is Dean of Temple University's
College of Education. Previously, he was Senior Vice
President of MDRC, where his responsibilities included
leadership of the Department of Education, Children,
and Youth. From 1998 to 2001, McGuire served in the
Clinton administration as Assistant Secretary of the
U.S. Department of Education, where he was the senior
officer for the department's research and development
agency. As Education Program Officer for the Pew Charitable
Trusts from 1995 to 1998, McGuire managed Pew's K-12
grants portfolio. From 1991 to 1995, he served as Education
Program Director for the Eli Lilly Endowment.
Dr. Barbara Means directs SRI International's
Center for Technology in Learning and serves as co-principal
investigator of the AIR/SRI national evaluation of the
Bill & Melinda Gates Foundation National School
District and Network Grants Program. Her research focuses
on ways to foster students' learning of advanced skills
and the changes in practice at the school and classroom
levels associated with the introduction of technology-supported
innovations. Means served on the National Academy of
Sciences' Committee on Developments in the Science of
Learning, which produced the volume How People Learn,
and as a member of the Academy's Board on Testing and
Assessment (BOTA). Her published works include the edited
volumes Teaching Advanced Skills to At-Risk Students,
Evaluating Educational Technology, and Technology and
Education Reform.
Hans Meeder is Deputy Assistant Secretary of
Vocational and Adult Education in the U.S. Department
of Education, where he is responsible for directing
research and dissemination activities in support of
career and technical education in high schools and colleges,
adult basic education, and English language acquisition.
His background in education public policy includes a
broad expertise in workforce trends, research on effective
practice, and education accountability systems.
Dr. Richard Murnane is Juliana W. and William
Foss Thompson Professor of Education and Society at
Harvard's Graduate School of Education, where he focuses
his research on the relationships between education
and the economy, teacher labor markets, the determinants
of children's achievement, and strategies for making
schools more effective. In his book, Who Will Teach?
Policies That Matter (with J. Singer and J. Willett),
Murnane showed that teachers' salaries and certification
requirements strongly affect the composition of the
public school teaching force. Murnane's Teaching the
New Basic Skills, coauthored with MIT professor Frank
Levy, explains how changes in the U.S. economy have
increased the number of skills that high school graduates
need in order to earn a middle-class living and shows
how schools must change to provide all students with
the requisite skills. Murnane serves on MDRC's Board
of Directors.
Dr. Charles Payne is Sally Dalton Robinson Professor
of African-American Studies, History, and Sociology
at Duke University, and Faculty Affiliate at the Center
for Child and Family Policy. His research focuses on
urban education, the civil rights movement, social change
and social inequality. Payne is the recipient of the
Senior Scholar Award, a four-year grant awarded by the
Spencer Foundation, which he is using to develop a book,
entitled Fragile Victories, about the persistence of
failure in urban schools and what we have learned in
the last decade or so about what it takes to create
large-scale improvement in urban districts. Payne serves
on MDRC's Board or Directors.
Dr. Janet Quint is Senior Research Associate
at MDRC, where she currently is the Research Manager
for the Scaling Up First Things First evaluation and
lead author of the project's two reports to date. She
was the director of Project Transition, a demonstration
focused on the transition of young people to high school.
Quint is one of MDRC's leading implementation researchers.
A sociologist by training, she also holds a Master of
Arts in Teaching degree.
Dr. David Rhodes is a Senior Research Analyst
at the American Institutes for Research, where he is
the principal investigator for a project supporting
the U.S. Department of Education's Quality Assurance
Program and coordinator of quantitative data analysis
in the evaluation of the Bill & Melinda Gates Foundation's
support of smaller learning communities within our nation's
high schools. Rhodes has overseen the development and
implementation of numerous methodological research designs
and authored reports on a broad range of topics, including
the relationships between school and teacher characteristics
and student achievement; quality assurance in financial-aid
delivery; the social policy implications of changes
in the price of higher education; and discrimination
in the awarding of public contracts.
Dr. Shirley Schwartz is Director of Special Projects
at the Council of the Great City Schools, where she
oversees programs and initiatives that focus on improving
teaching and learning in urban schools, including several
major projects to recruit and prepare a diverse and
highly qualified teacher workforce. Schwartz also serves
as the liaison to the Council's affiliate, the Council
of the Great City Colleges of Education, and is a member
of several editorial and national advisory boards that
focus on urban teacher preparation and quality. Before
joining the Council of the Great City Schools, Schwartz
was the Associate Dean of the School of Professional
Studies in Washington, D.C. and a research associate
in the Institute for the Study of Exceptional Children
and Youth at the University of Maryland.
Dr. Marsha Silverberg, an economist, is a team
leader at the U.S. Department of Education's Institute
of Education Sciences (IES), National Center for Education
Evaluation. She designs and oversees rigorous impact
evaluations of high school improvement and school choice
strategies. She is currently concluding her assignment
as Director of the National Assessment of Vocational
Education (NAVE) for the Department, having prepared
a mandated report to Congress on the implementation
and effects of vocational education and federal vocational
legislation. Prior to joining the Department, she was
a senior researcher at a policy research firm, where
she led numerous studies of youth interventions, particularly
those intended to improve students' transitions from
school to work.
Dr. David Stern is Professor of Education at
the University of California, Berkeley, where he teaches
economics of education and conducts research on high
school reform and the relationship between education
and work. From 1995 to 1999, Stern served as Director
of the National Center for Research in Vocational Education,
based at Berkeley's Graduate School of Education. From
1993 to 1995, he was principal administrator in the
Center for Educational Research and Innovation at the
Organization for Economic Cooperation and Development
in Paris.
Dr. Bernard Taylor, Jr. is Superintendent of the
Kansas City, Missouri School District. He joined the
District in 2000 as Executive Director for School Leadership,
where he supervised the principals and their staff at
26 elementary schools, as well as at King Middle School
and Southeast High School.
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