Geoffrey D. Borman is associate professor of educational leadership and policy analysis, educational policy studies, and educational psychology at the University of Wisconsin-Madison; the deputy director of the Interdisciplinary Training Program for Predoctoral Research in Education Sciences; a senior researcher with the Consortium for Policy Research in Education; and the lead analyst for the Center for Data-Driven Reform in Education at Johns Hopkins University. He has recently coedited with Samuel C. Stringfield and Robert E. Slavin Title I: Compensatory Education at the Crossroads (Erlbaum).
Ted Boydston taught high school science in Miami-Dade County Public Schools for 18 years and was science department chairperson for 12 years. After retiring from the Miami-Dade school system, he earned a Ph.D. in science education at Florida State University. His research interests include developing strategies to improve teacher practice and helping teachers implement these strategies in the classroom.
Andrea Boyle is a research associate at the American Institutes for Research, where her research focuses on school reform, state education policy, and district support issues. In addition to her work on the National Longitudinal Evaluation of Comprehensive School Reform, she currently contributes to a qualitativE examination of systems change in three school districts as part of the GE Foundation's College Bound Initiative. She received her B.A. from Cornell University.
Kerstin Carlson Le Floch is a senior research analyst the American Institutes for Research. She currently directs the Study of State Implementation of Accountability and Teacher Quality under the No Child Left Behind Act, and contributes to the National Longitudinal Evaluation of Comprehensive School Reform. She received her Ph.D. (education policy) and M.A. (political science) from the University of North Carolina-Chapel Hill, and completed her B.A. at Middlebury College.
Anne M. Chamberlain is a research scientist at the Success for All Foundation. Her areas of interest include program evaluation, mixed methodology, and participatory evaluation.
Bette Chambers is vice president of Development at the Success for All Foundation. Her areas of interest include early childhood education, early reading, and the use of technology in education.
Alan C. K. Cheung is an associate professor at the Hong Kong Institute of Education in the Department of Educational Policy and Administration. His areas of specialization include large-scale assessment, research reviews, research methods, and private education.
H. Dickson Corbett is an independent educational researcher. He and Dr. Bruce L. Wilson collaborate on studies of comprehensive school reform, having investigated the implementation and impact of numerous national reform models. He earned both his B.A. (religion) and Ph.D. (social foundations of education) from the University of North Carolina—Chapel Hill.
Bridget A. Cotner is a research associate with the David C. Anchin Center at the University of South Florida. She has conducted research with several evaluation projects, including the assessment of the National Science Foundation's Urban Systemic Initiative and the National Longitudinal Evaluation of Comprehensive School Reform. She received her M.A. in applied anthropology from the University of South Florida in 2001 and is currently in the College of Education's doctoral program at the University of South Florida.
Don E. Dailey is a principal research analyst at the American Institutes for Research. He has directed a number of studies and projects focused on school restructuring and system change, most recently for the Bill & Melinda Gates Foundation. He holds a Ph.D. in policy development and program evaluation from Vanderbilt University and an M.A. in education studies and a B.A. in history and political science from the University of Alabama.
Cheri Fancsali is a senior program officer at the Academy for Educational Development, where she currently directs the multiyear evaluations of the National Writing Project Reading Initiative and the National Science Foundation-funded Teacher Leaders for Mathematics Success. Dr. Fancsali earned a B.S. (special education) from the University of Wisconsin and a Ph.D. (sociology and education) from Columbia University.
Dan Goldhaber is a research associate professor at the University of Washington's Evans School of Public Affairs and an affiliated scholar with the Urban Institute's Education Policy Center. Dr. Goldhaber holds degrees from the University of Vermont (B.A., economics) and Cornell University (M.S. and Ph.D., labor economics).
Pritha Gopalan is an independent researcher focused on school reform and community education. Until recently, she worked as an educational researcher at the Academy for Educational Development in New York as the lead internal researcher for Middle Start. Dr. Gopalan holds a doctorate in anthropology and education and an M.A. in communications, both from the University of Pennsylvania.
Donna M. Harris is a Mellon Postdoctoral Fellow at Wellesley College. Prior to her position at Wellesley, Dr. Harris was a researcher at the Consortium for Policy Research in Education at the University of Pennsylvania. She worked on an evaluation of America's Choice, a comprehensive school reform model. Dr. Harris holds her Ph.D.(education) from the University of Wisconsin-Madison.
Suzannah Herrmann is a research analyst with the American Institutes for Research. She currently works on the National Longitudinal Evaluation of Comprehensive School Reform as well as on the Enhanced Reading Opportunities Project that evaluates the impact of adolescent literacy programs in freshman academies. Dr. Herrmann has served as a project coordinator of the Carolina Family Literacy Studies for the Frank Porter Graham Child Development Center and of the state evaluation for the North Carolina Even Start Family Literacy Programs.
Sally B. Kilgore is the president and CEO of the Modern Red School-House Institute and president of the Coalition for Comprehensive School Improvement. In the 1980s, she coauthored High School Achievement (Basic Books) with Thomas Hoffer and James S. Coleman. She has also served on the editorial boards of the Review of Research in Education, the American Education Research Journal, and Sociology of Education. Dr. Kilgore received her Ph.D. in sociology from the University of Chicago.
Elgin L. Klugh graduated from Morehouse College with a B.A. in international studies, and from the University of South Florida with an M.A. and a Ph.D. in applied anthropology. He is currently an assistant professor of anthropology at Montclair State University. Most recently, Dr. Klugh's participatory research has aided community organizations in Bealsville, Florida, and Silver Spring, Maryland, in preserving segregation-era schoolhouses and establishing educational museums.
Anja Kurki is a research scientist at the American Institutes for Research, specializing in educational program evaluation, quantitative analysis, and design and methods of program evaluation. She currently serves as a task leader for the National Longitudinal Evaluation of Comprehensive School Reform and on the Professional Development Impact Study, developing data analysis plans and data collection instruments, and analyzing data from experimental field study. Dr. Kurki holds a Ph.D. in political science from the University of Maryland-College Park.
Nancy A. Madden is the President and CEO of the Success for All Foundation. Her areas of interest include cooperative learning, comprehensive school reform, evidence-based policy, English-language learners, and research methods.
Barbara Means directs SRI's Center for Technology in Learning and is co-principal investigator for the national evaluation of the Bill & Melinda Gates Foundation National School District and Network Grants Program. Dr. Means is editor of Teaching Advanced Skills to At-Risk Students and Evaluating Educational Technology, as well as coauthor of The Connected School and Comparative Studies of How People Think. Dr. Means earned her Ph.D. in education and intellectual development at the University of California-Berkeley.
Robert E. Slavin is a principal research scientist and director of the Center for Data-Driven Reform in Education, Johns Hopkins University. His areas of interest include cooperative learning, comprehensive school reform, evidence-based policy, English-language learners, and research methods.
Necky A. Smerdon is a principal research scientist at the American Institutes for Research and principal investigator for the evaluation studies of the Bill & Melinda Gates Foundation's secondary school reform initiative. Her research has focused primarily on equity in education and high school organization and reform. She holds a Ph.D. and an M.A. in education studies and a B.A. in political science and history from the University of Michigan.
Brenda J. Turnbull, a founder and principal of Policy Studies Associates, has been studying school change and improvement for 30 years. Her published research has addressed academic challenges in high-poverty schools; federal program implementation at the school, district, and state levels; and knowledge transfer and innovation in education. She holds an Ed.D. in social policy analysis from the Harvard Graduate School of Education and an A.B. from Harvard College.
Naida Tushnet directs WestEd's Evaluation Research Program, which conducts evaluations of mathematics and science programs at the elementary, secondary, collegiate, and graduate levels; studies of school reform; and evaluations of community-and school-based projects for children placed at risk. A member of WestEd's staff since 1989, Dr. Tushnet also serves as an organizational advisor on evaluation and is responsible for internal evaluation and quality assurance.
Georges Vernez is a senior social scientist and director of the Center for Research on Immigration Policy at RAND. He has published several books, including Closing the Educational Gap: Benefits and Costs, How Immigrants Fare in U.S. Education, and Immigration in a Changing Economy: California's Experience. Dr. Vernez currently directs a national longitudinal survey of No Child Left Behind and a longitudinal evaluation of comprehensive school reform models. He holds a Ph.D. in urban and regional planning from the University of California—Berkeley.
Alexandra Weinbaum is coexecutive director of the Center for School and Community Services at the Academy for Educational Development. Dr. Weinbaum is coauthor of Teaching as Inquiry: Asking Hard Questions to Improve Practice and Student Achievement, which includes guidelines for teacher inquiry into student work and case studies of four national projects.
Bruce L. Wilson is an independent educational researcher. He and Dr. H. Dickson Corbett collaborate on studies of comprehensive school reform, having investigated the implementation and impact of numerous national reform models. Dr. Wilson received his A.B. (sociology) and Ph.D. (sociology of education) from Stanford University.
Examining Comprehensive School Reform, edited by Daniel K. Aladjem and Kathryn M. Borman, is available from the Urban Institute Press (paper, 6" x 9", 368 pages, ISBN 0-87766-733-0, $29.50).
