Anthony S. Bryk
President of The Carnegie Foundation for the Advancement of Teaching, Princeton, New Jersey

Anthony S. Bryk is the ninth president of The Carnegie Foundation for the Advancement of Teaching. 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. Prior to Stanford, he held the Marshall Field IV Professor of Education post in the sociology department at the University of Chicago, where he founded the Center for Urban School Improvement which supports reform efforts in the Chicago Public Schools. Bryk also founded the Consortium on Chicago School Research which has produced a range of studies to advance and assess urban school reform. In addition, he has made contributions to the development of new statistical methods in educational research. At Carnegie he is leading work on strengthening the research and development infrastructure for improving teaching and learning. Bryk holds a B.S. from Boston College, an Ed.D. from Harvard University, and was recently honored by Boston College with an honorary doctorate for his contributions to education reform.

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.

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.
John D. MacArthur Professor of Sociology and Educational Policy Studies and Director of the Wisconsin Center for Education Research (WCER) at the University of Wisconsin-Madison

Adam Gamoran is the John D. MacArthur Professor of Sociology and Educational Policy Studies and Director of the Wisconsin Center for Education Research (WCER) at the University of Wisconsin-Madison. As Director of WCER, he oversees a center with a research staff of 300 persons and an annual budget of over $40 million. He has also served as Chair of the Department of Sociology and as an interim dean of the School of Education at the University of Wisconsin-Madison. Professor Gamoran's research focuses on inequality in education and school reform. He edited Standards-Based Reform and the Poverty Gap: Lessons for No Child Left Behind (Brookings Institution Press, 2007), which demonstrated that even the best ideas in recent federal legislation have been implemented too weakly and inconsistently to meet goals. He also conducted international comparative work, such as Methodological Advances in Cross-National Surveys of Educational Achievement (co-edited with Andrew Porter, National Academies Press 2002), and Stratification in Higher Education: A Comparative Study (co-edited with Yossi Shavit and Richard Arum, Stanford University Press, 2009). His current research includes randomized evaluation of the impact of professional development to improve teaching and learning in elementary science in 80 schools in the Los Angeles Unified School District, and a randomized trial focusing on parent involvement to promote family and school social capital and student success in 52 schools in the San Antonio and Phoenix areas. He also directs an interdisciplinary training program that prepares social science doctoral students to conduct rigorous research on pressing problems of education policy and practice. Professor Gamoran is an elected member of the National Academy of Education and has served on a variety of national committees, including the National Research Council's Board on Science Education. Currently, he chairs the congressionally mandated Independent Advisory Panel of the National Assessment of Career and Technical Education for the U.S. Department of Education.

Robert Granger
Robert Granger has been president of the William T. Grant Foundation since 2003. The Foundation supports research and related activities intended to improve the lives of young people. The Foundation's current focus is on how social settings such as schools, community organizations, and neighborhoods influence young people; how to improve these settings; and how research influences policy and practice. In the past few years the Foundation has focused on building a robust portfolio of grantees studying how practitioners acquire, interpret, and use research evidence. An emerging foundation interest is in understanding why effects vary when intervention programs are brought to new sites. Before joining the Foundation in 2000 as Senior Vice President of Programs, Dr. Granger served as Senior Vice President of the Manpower Demonstration Research Corporation (MDRC) and Executive Vice President at Bank Street College of Education. Dr. Granger also was the inaugural chair of the National Board for Education Sciences during the Bush administration and has been reappointed to the Board by President Obama. In addition, Dr. Granger serves on the editorial board for several professional journals. He received his Ed.D. in Early Childhood Education (1973) from the University of Massachusetts, and is an expert on the evaluation of policies and program for low-income children and youth.

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 at GSE&IS at UCLA. Professor Gutiérrez is a national leader in education, with an emphasis in literacy and learning. Gutiérrez is a member of the National Academy of Education and is the current President of the American Educational Research Association and President of the National Conference on Research on Language and Literacy. 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
Professor of Education and Economics, Harvard University Graduate School of Education, Cambridge, Massachusetts

Bridget Terry Long is professor of Education and Economics at the Harvard University Graduate School of Education. She is also a research associate of the National Bureau of Economic Research and a research affiliate of the National Center for Postsecondary Research. An economist specializing in the study of education, Dr. Long examines the transition from high school to higher education and beyond. Her work focuses on college access and choice, factors that influence student outcomes, and the behavior of postsecondary institutions. Dr. Long received the National Academy of Education/Spencer Postdoctoral Fellowship and has been awarded numerous research grants and awards, including the Robert P. Huff Golden Quill Award for excellence in research. Dr. Long received her A.B. from Princeton University and M.S. and Ph.D. degrees from the Harvard University Department of Economics.

Margaret R. (Peggy) McLeod
Education Consultant

Margaret R. (Peggy) McLeod serves as a consultant to national advocacy and professional organizations, universities, states, and school districts on issues related to the education of English language learners, immigrant youth and English language learners with disabilities. Dr. McLeod served as Executive Director of Student Services in the Alexandria (VA) City Public Schools. She served as Assistant Superintendent for special education in the District of Columbia (DC) Office of the State Superintendent of Education. She has also served as State Title III Director, Director of the Office of Bilingual Education, Title VII Coordinator, bilingual program developer, and ESL teacher in the District. She worked at the U.S. Department of Education's Office of Special Education and Rehabilitative Services from 1995–2001. In her native Puerto Rico, she taught in two Montessori schools and owned a center that provided afterschool services to students with disabilities. Dr. McLeod holds a B.A. in economics from the University of Puerto Rico, an M.A. in Special Education from New York University, and an Ed.D. in Bilingual Special Education Leadership from the George Washington University.

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.

Hirokazu Yoshikawa
Walter H. Gale Professor of Education and Academic Dean at the Harvard Graduate School of Education

Hirokazu Yoshikawa is the Walter H. Gale Professor of Education and academic dean at the Harvard Graduate School of Education. He is a developmental and community psychologist who studies the development of young children in the U.S., China, and Chile. He focuses on the effects of public policies, particularly those related to parental employment, poverty and early childhood care and education, on children of diverse ethnic and immigrant backgrounds. He received four early career awards from divisions of the American Psychological Association. He has been a member of the Board on Children, Youth and Families and the Committee on Family and Work Policies of the National Academy of Sciences, and a member of the Department of Health and Human Services Advisory Committee on Head Start Research and Evaluation. His recent books include Making it Work: Low-Wage Employment, Family Life, and Child Development (with Thomas S. Weisner and Edward Lowe), Toward Positive Youth Development: Transforming Schools and Community Programs (with Marybeth Shinn), and Immigrants Raising Citizens: Undocumented Parents and Their Young Children. Dr. Yoshikawa received his Ph.D. from New York University.