Anthony S. Bryk
President of The Carnegie Foundation for the Advancement of Teaching, Stanford, California
Anthony S. Bryk is the ninth president of the Carnegie Foundation for the Advancement of Teaching, where he is leading work on transforming educational research and development, more closely joining researchers and practitioners to improve teaching and learning. Formerly, he held the Spencer Chair in Organizational Studies in the School of Education and the Graduate School of Business at Stanford University from 2004 until assuming Carnegie's presidency in September 2008. He came to Stanford from the University of Chicago where he was the Marshall Field IV Professor of Urban Education in the sociology department, and where he helped found the Center for Urban School Improvement, which supports reform efforts in the Chicago Public Schools. He also created the Consortium on Chicago School Research, a federation of research groups that have produced a range of studies to advance and assess urban school reform. He is a member of the National Academy of Education and was appointed by President Obama to the National Board for Education Sciences in 2010. In 2011, he was elected as a member of the American Academy of Arts and Sciences. He is one of America's most noted educational researchers. His 1993 book, Catholic Schools and the Common Good, is a classic in the sociology of education. His deep interest in bringing scholarship to bear on improving schooling is reflected in his later volume, Trust in Schools, and in the most recent book, Organizing Schools for Improvement: Lessons from Chicago (Chicago Press, 2009.) Bryk holds a B.S. from Boston College and an Ed.D. from Harvard University.
David Chard, Ph.D.
Dean of the Annette Caldwell Simmons School of Education and Human Development at Southern Methodist University
David Chard is Dean of the Annette Caldwell Simmons School of Education and Human Development at Southern Methodist University (SMU). Prior to coming to SMU, Dr. Chard held faculty positions at Boston University, the University of Texas at Austin and served as associate dean in the College of Education at the University of Oregon. At Oregon, he oversaw curriculum and academic programs in the College of Education. He also was a California public school teacher and a Peace Corps educator in Lesotho, Africa. Chard has been a research review panelist at both state and national levels, including panels of the National Science Foundation and U.S. Department of Education. His research emphasis includes reading and mathematics strategies for early grades, learning disabilities, special education, and reading instruction for students with disabilities. He has published more than 50 research articles; co-authored 14 books, including children's textbooks in mathematics and literacy; contributed 20 book chapters; and has either written or co-written 18 technical reports, monographs and training guides, most of which focus on reading and mathematics instruction for students at risk for school failure. He is a member of the International Academy for Research on Learning Disabilities. Since 1993, his research has been awarded more than $11 million in federal, state or private grants. Chard holds a Ph.D. in special education from the University of Oregon and a B.S. degree in mathematics and chemistry education from Central Michigan University.
Michael Feuer, Ph.D.
Michael Feuer is Dean of the Graduate School of Education and Human Development and Professor of Education Policy at The George Washington University, and President of the National Academy of Education. Before coming to GW, for the previous 17 years Feuer held positions at the National Research Council of the National Academies, most recently as the executive director of the Division of Behavioral and Social Sciences and Education. Prior to joining the NRC he was a senior analyst and project director at the US Congress Office of Technology Assessment. Feuer received his BA (cum laude) in English literature from Queens College (CUNY), an MA in public management from the Wharton School, and a PhD in public policy analysis from the University of Pennsylvania. He has studied at the Hebrew University of Jerusalem and the Sorbonne, was on the faculty of the business school at Drexel University from 1981–1986, and has taught courses in education policy and research at Penn and Georgetown. Feuer consults regularly to educational institutions and government in the US, Israel, Europe, and the Middle East. He has published in education, economics, philosophy, and policy journals and has had reviews, essays, and poems in newspapers and magazines in Washington, Philadelphia, Los Angeles, and New York. Feuer is a fellow of the American Association for the Advancement of Science and of the American Educational Research Association, and a member of the advisory board of the Consortium for Applied Studies in Jewish Education (CASJE). In 2014 President Obama appointed Dean Feuer to the National Board of Education Sciences.
Darryl J. Ford
Dr. Darryl J. Ford currently serves as the Head of School for William Penn Charter School in Philadelphia, Pennsylvania, a position he has held since 2007. Prior to this, he was the Middle School Director at William Penn Charter School from 1997 to 2007. From 1992 to 1997, Dr. Ford was Headmaster and Executive Director of St. Gregory Episcopal School in Chicago. He serves on the boards of the Friends Council on Education and the Villanova University Board of Trustees. Dr. Ford received his B.A. and B.S. from Villanova University and his M.A. and Ph.D. from the University of Chicago Department of Education.
Adam Gamoran, Ph.D.
President, William T. Grant Foundation
Adam Gamoran is the president of the William T. Grant Foundation. He came to the Foundation from the University of Wisconsin-Madison, where he held the John D. MacArthur Chair in Sociology and Educational Policy Studies. In a research career spanning three decades, Gamoran conducted a wide range of studies focusing on inequality in education and school reform. Among his major works were a series of studies on tracking and ability grouping that identified consequences for student achievement and revealed the mechanisms through which those consequences occurred. Subsequent studies focused on interventions to improve performance and reduce learning gaps, including a professional development program to improve elementary teaching and learning in Los Angeles, and a family engagement program to boost children’s academic and social outcomes by strengthening relationships among families and between families and schools in San Antonio and Phoenix. Both of these studies involved large-scale cluster-randomized trials. Gamoran’s research was funded by the National Science Foundation, the Institute of Education Sciences at the U.S. Department of Education, and the National Institute for Child Health and Human Development, as well as by the Spencer and William T. Grant Foundations. He is an elected member of the National Academy of Education.
Kris D. Gutiérrez
Professor of Literacy and Learning Sciences, University of Colorado, Boulder
Kris D. Gutiérrez is Professor of Literacy and Learning Sciences and holds the Inaugural Provost’s Chair at the University of Colorado, Boulder. She is also Professor Emerita of Social Research Methodology in the Graduate School of Education & Information Studies at the University of California, Los Angeles where she also served as Director of the Education Studies Minor and Director of the Center for the Study of Urban Literacies. Gutiérrez is the current President and a Fellow of the American Educational Research Association (AERA). She is also a Fellow at the National Conference on Research on Language and Literacy, and the National Education Policy Center. Gutiérrez was recently elected to the national Academy of Education. She has received numerous awards, including the 2010 AERA Hispanic Research in Elementary, Secondary, or Postsecondary Education Award and the 2010 Inaugural Award for Innovations in Research on Diversity in Teacher Education, Division K (AERA) and was the 2010 Osher Fellow at the Exploratorium Museum of Science. Previously, Gutiérrez received the American Educational Research Association (AERA) Distinguished Scholar Award 2007 and was the 2005 recipient of the AERA Division C Sylvia Scribner Award for influencing the field of learning and instruction, and was a Fellow at the Center for Advanced Studies in the Behavioral Sciences 2006-07. She serves on numerous policymaking and advisory boards. She served as a member of the U.S. Department of Education Reading First Advisory Committee and recently served as a member of President Obama’s Education Policy Transition Team. Professor Gutiérrez is also President of the National Conference on Research on Language and Literacy. Professor Gutiérrez was also recently identified as one of the 2009 Top 100 influential Hispanics in the nation by Hispanic Business Magazine. Gutiérrez has held Noted Scholar positions in Japan and Canada and is an invited speaker both nationally and internationally. Gutiérrez received her undergraduate and master's degrees in English and Reading Education at Arizona State University and her Ph.D. in English and Education at the University of Colorado at Boulder.
Larry V. Hedges, Ph.D.
Board of Trustees Professor of Statistics and Social Policy and Faculty Fellow, Institute for Policy Research, Northwestern University
Larry V. Hedges has been a member of the Northwestern University faculty since 2005. He is one of eight Board of Trustees Professors at Northwestern, the university's most distinguished academic position. He holds appointments in statistics, psychology, and education and social policy. Previously, he was the Stella M. Rowley Distinguished Service Professor at the University of Chicago. Hedges' research straddles many fields—in particular those of sociology, psychology, and educational policy. He is best known for his work to develop statistical methods for meta-analysis (a statistical analysis of the results of multiple studies that combines their findings) in the social, medical, and biological sciences. It is a key component of evidence-based social research. Examples of some his recent studies include: understanding the costs of generating systematic reviews, differences between boys and girls in mental test scores, the black-white gap in achievement test scores, and frameworks for international comparative studies on education. Widely published, he has authored or co-authored numerous journal articles and five books, including the seminal Statistical Methods for Meta-Analysis (with I. Olkin, Elsevier, 1985) and The Handbook of Research Synthesis (with H. Cooper and J. Valentine, Russell Sage, 2009). Hedges is an elected member of the National Academy of Education and is a fellow of the American Academy of Arts and Sciences, the American Statistical Association, the American Psychological Association, and the American Educational Research Association. He is vice chair of the board of trustees of the Russell Sage Foundation and president of the Society for Research on Educational Effectiveness, which he helped found. Hedges holds a PhD in Mathematical Methods in Educational Research from Stanford University.
Susanna Loeb, Ph.D.
Barnett Family Professor of Education, Stanford University
Susanna Loeb is the Barnett Family Professor of Education at Stanford University, faculty director of the Center for Education Policy Analysis, and a co-director of Policy Analysis for California Education (PACE). She specializes in the economics of education and the relationship between schools and federal, state and local policies. Her research addresses teacher policy, looking specifically at how teachers' preferences affect the distribution of teaching quality across schools, how pre-service coursework requirements affect the quality of teacher candidates, and how reforms affect teachers' career decisions. She also studies school leadership and school finance, for example looking at how the structure of state finance systems affects the level and distribution of resources across schools. Loeb is a senior fellow at the Stanford Institute for Economic Policy Research, a faculty research fellow at the National Bureau of Economic Research, a member of the Policy Council of the Association for Policy Analysis and Management, and Co-Editor of Educational Evaluation and Policy Analysis. She holds a Ph.D. in economics and a masters in public policy from the University Michigan and a B.A. in political science and a B.S. in civil engineering from Stanford University.
Bridget Terry Long
Academic Dean and the Xander Professor of Education, Harvard University Graduate School of Education, Cambridge, Massachusetts
Bridget Terry Long is Academic Dean and the Xander Professor of Education at the Harvard Graduate School of Education. Long is an economist who specializes in the study of education, in particular the transition from high school to higher education and beyond. Her work focuses on college student access and choice and the factors that influence students’ postsecondary and labor market outcomes. Current projects examine the roles of information and assistance in college savings, the completion of aid applications, and college enrollment. Other work examines the effects of financial aid programs, the impact of postsecondary remediation, and the role of faculty, class size, and support programs on student outcomes. Long received her Ph.D. and M.A. from the Harvard University Department of Economics and her A.B. from Princeton University. She is a Research Associate of the National Bureau of Economic Research (NBER) and a Research Affiliate of the Center for Analysis of Postsecondary Education and Employment (CAPSEE). In 2010, Long was appointed by President Barack Obama and confirmed by the U.S. Senate to serve as a member of the National Board of Education Sciences (NBES), the advisory panel of the Institute of Education Sciences at the U.S. Department of Education. She was elected Vice Chair of the Board in November 2010 and has served as Board Chair since October 2011. She also serves as a member of the Board of Directors for MDRC and the Commonwealth Corporation of Massachusetts.
Deborah A. Phillips, Ph.D.
Deborah Phillips is Professor of Psychology and Associated Faculty in the Public Policy Institute at Georgetown University. She was the first Executive Director of the Board on Children, Youth, and Families of the National Research Council and the Institute of Medicine and served as Study Director for the Board's report: From Neurons to Neighborhoods: The Science of Early Child Development. She has also served as President of the Foundation for Child Development, Director of Child Care Information Services at the National Association for the Education of Young Children, and Congressional Science Fellow (Society for Research in Child Development) on the staff of Congressman George Miller. Her research focuses on the developmental effects of early childhood programs for both typically developing children and those with special needs, including research on child care, Head Start, and pre-Kindergarten programs. Her most recent work has involved evaluating the Tulsa, OK school-based preschool program, including impacts on children with special needs and an 8th grade follow-up, and designing a preschool intervention that integrates a focus on self-regulation and early math development. An additional line of research examines the adult work environment of early childhood care and education settings as it affects the stability and quality of care for children. Dr. Phillips currently serves on the National Board for Education Sciences for the U.S. Department of Education. She is a Fellow of the American Psychological Association, the Eastern Psychological Association, and the American Psychological Society. In 2011, she received the Distinguished Contributions to Education in Child Development Award from the Society for Research in Child Development.
Judith D. Singer, Ph.D.
James Bryant Conant Professor of Education and Senior Vice Provost for Faculty Development and Diversity at Harvard University
Judith D. Singer is the James Bryant Conant Professor of Education at the Harvard Graduate School of Education and Senior Vice Provost for Faculty Development and Diversity at Harvard University. An internationally renowned statistician and social scientist, Singer's scholarly interests focus on improving the quantitative methods used in social, educational, and behavioral research. She is primarily known for her contributions to the practice of multilevel modeling, survival analysis, and individual growth modeling, and to making these and other statistical methods accessible to empirical researchers. Singer's wide-ranging interests have led her to publish across a broad array of disciplines, including statistics, education, psychology, medicine, and public health. In addition to writing and co-writing nearly 100 papers and book chapters, she has also co-written three books: By Design: Planning Better Research in Higher Education, Who Will Teach: Policies that Matter, and Applied Longitudinal Data Analysis: Modeling Change and Event Occurrence, which, when published, received Honorable Mention from the American Publishers Association for the best Mathematics & Statistics book of the year. Singer has received numerous awards for her work, including a fellowship at the Center for Advanced Study in the Behavioral Sciences and election to the National Academy of Education. She is an elected Fellow of the American Statistical Association and the American Educational Research Association and a member of the founding board of the Society for Research on Educational Effectiveness. She received her B.A. in Mathematics, summa cum laude, from the State University of New York at Albany in 1976 and her Ph.D. in Statistics from Harvard University in 1983.
Robert A. Underwood
President, University of Guam
Robert A. Underwood is currently the president of the University of Guam. A lifelong educator in Guam, he has been a classroom teacher, school board member, dean of the College of Education and academic vice president for the University of Guam. He also represented Guam in the U.S. House of Representatives for five terms and was a founding member and first chair of the Board of Directors for the Asian Pacific Islander American Scholarship Fund.
Courtney Sale Ross University Professor of Globalization and Education, New York University’s Steinhardt School of Culture, Education, and Human Development
Hirokazu Yoshikawa is the Courtney Sale Ross University Professor of Globalization and Education, New York University’s Steinhardt School of Culture, Education, and Human Development, and co-director of the Institute on Globalization and Education in Metropolitan Settings (IGEMS). He is a community and developmental psychologist who studies the effects of public policies and programs related to immigration, early childhood, and poverty reduction on children’s development. He has also conducted research on culture and sexuality in HIV / AIDS risk and prevention. He conducts research in the United States and in low- and middle-income countries. His recent books include Making it Work: Low-Wage Employment, Family Life and Child Development (2006, Russell Sage, with Thomas Weisner and Edward Lowe), Toward Positive Youth Development: Transforming Schools and Community Programs (2009, Oxford University Press, with Marybeth Shinn), and Immigrants Raising Citizens: Undocumented Parents and Their Young Children (2011, Russell Sage, sole authored). He has served on the Board on Children, Youth and Families of the National Academy of Sciences, the Early Childhood Advisory Committee of the Inter-American Development Bank, and the DHHS Advisory Committee on Head Start Research and Evaluation for the Clinton and Obama Administrations. In 2011 he was nominated by President Obama and confirmed by the Senate as a member of the National Board for Education Sciences. He obtained his Ph.D. in clinical psychology from NYU.