Program: Who is and who should be responsible for public education?
James D. Anderson (Ph.D., University of Illinois at Urbana-Champaign, UIUC) is Edward William and Jane Marr Gutsgell Professor of Education, Acting Dean, College of Education, Head of the Department of Educational Policy Studies, and Professor of History at UIUC. His scholarship focuses broadly on the History of American Education with specializations in the history of African American Education in the South, history of higher education desegregation, history of public school desegregation, and the history of African American school achievement in the twentieth century. His book, The Education of Blacks in the South, 1860-1935 won the AERA Outstanding Book Award in 1990. Dr. Anderson has served as an expert witness in a series of federal desegregation and affirmative action cases, including Jenkins v. Missouri, Knight v. Alabama, Ayers v. Mississippi, and Gratz v. Michigan. He served as advisor to and participant in the PBS documentaries “School: The Story of American Public Education” (2001) and “The Rise and Fall of Jim Crow” (2002) and “Forgotten Genius: The Percy Julian Story.” He is the Senior Editor of the History of Education Quarterly and was elected to the National Academy of Education in 2008.
Andrew J. Coulson directs the Cato Institute’s Center for Educational Freedom. He is author of “Market Education: The Unknown History,” the only book to address contemporary education policy questions by drawing on case studies from the entire span of recorded history. He has written for academic journals including the Journal of Research in the Teaching of English, the Journal of School Choice, and the Education Policy Analysis Archives and for newspapers such as the Wall Street Journal, the Washington Post, and Canada’s Globe and Mail. He is also author of the most comprehensive review to date of the international scientific research comparing public, private and free market schools.
Coulson has contributed to numerous books published by organizations such as the Hoover Institution and the Fraser Institute, and has appeared on national television and radio. He currently serves on the Advisory Council of the E.G. West Centre for Market Solutions in Education at the University of Newcastle, UK. Coulson was previously the Senior Fellow in Education Policy at the Mackinac Center for Public Policy. Prior to entering the field of education in the mid 1990s, he was a systems software engineer with Microsoft Corp.
Program: How are and how should schools be funded?
Ralph Martire is executive director of the Center for Tax and Budget Accountability (“CTBA”). As one of the preeminent experts on education funding and the Illinois state budget deficit, Mr. Martire has recently been appointed by Secretary of Education Arne Duncan to serve on the U. S. Department of Education’s new Equity and Excellence Commission. He is a regular columnist the Springfield State-Journal Register, The Joliet Herald News, and The Daily Observer on public policy and good government, and former columnist for the Chicago Sun-Times. A frequent lecturer on fiscal policy, Ralph continues to teach at the undergrad and graduate student levels, including a Master’s level class on fiscal policy and a Doctoral class on the politics of education at Illinois State University, and an undergraduate class on public policy for Benedictine University.
Henry M. Levin is the William Heard Kilpatrick Professor of Economics and Education and Director of the National Center for the Study of Privatization in Education (NCSPE) and Co-Director of the Center for Benefit-Cost Studies in Education at Columbia University. He is also the David Jacks Professor of Higher Education, Emeritus, at Stanford University where he served on the faculty for 31 years with a joint appointment in the School of Education and Department of Economics. Professor Levin is a specialist in the economics of education, educational finance, and school reform. In recent years he has worked on such issues as cost-effectiveness, educational vouchers, tuition tax credits, educational management organizations, and accelerating the instruction of at-risk students. His latest books are: Cost-Effectiveness Analysis: Methods and Applications Second Edition (2001); Privatizing Education (2001); Cost-Effectiveness Analysis and Educational Policy (2002); Privatizing Educational Choice: Consequences for Parents, Schools, and Public Policy (2005) and The Price We Pay: Economic and Social Consequences of Inadequate Education (2007).
Walter McMahon is an economist engaged in research, writing, and consulting on education and development, education financing, and macroeconomic analysis. He is Professor of Economics and Professor of Educational Organization and Leadership, both Emeritus, at the University of Illinois at Urbana-Champaign. His primary fields are the Economics of Education and Human Capital, and Macro-Economic Analysis (Unemployment, Inflation, Growth, and Development). His most recent book is Higher Learning, Greater Good: The Private and Social Benefits of HigherEducation, (Johns Hopkins University Press, 2009) has won the PROSE Award in Education from the Professional Scholarly Publishing Division of the Association of American Publishers.
Program: Who determines and who should determine the curriculum?
John Rudolph is a professor in the Department of Curriculum and Instruction at the University of Wisconsin-Madison. He is also a faculty affiliate and member of the steering committee of the Robert and Jean Holtz Center for Science and Technology Studies on campus. Professor Rudolph’s main area of research focuses on the history of science education in American high schools. He is currently working on a book-length historical study that examines the varied ways knowledge generation in science—from laboratory work to scientific inquiry—has been portrayed in classrooms over the past 125 years in the United States. He is currently Editor-in-Chief of the Wiley & Sons journal Science Education. His first book, Scientists in the Classroom: The Cold War Reconstruction of American Science Education, examined the intellectual, social, and cultural forces that led to the sweeping reorganization of high school science curriculum after World War II. For more details go to http://www.education.wisc.edu/ci/faculty/details.asp?id=jlrudolp
Judy Wiegand , Superintendent of Champaign Unit 4 Schools, formerly Assistant Superintendent for Achievement and Pupil Services in the Unit 4 has been involved with school curriculum from many perspectives. She began her career as a special education teacher and has taught in high school, middle school, and elementary school. Her administrative experience includes being dean of students, assistant principal, principal, and most recently director of secondary education, assessment, and professional development.
Eugenia Kemble is Executive Director of the Albert Shanker Institute, a think tank named after the late president of the American Federation of Teachers. The organization conducts policy seminars, issues reports, and publishes signatory statements on key issues related to public education, union representation and labor organizations as pillars of democratic forms of government. Formerly she served as Executive Director of the AFL-CIO’s Free Trade Union Institute, which made funds available to union democracy advocates in Eastern Europe prior to the collapse of the Soviet Union, and as Special Assistant for Educational Issues to AFT President Albert Shanker. Current priorities of the Institute, which is governed by a board that includes, labor, education, and business leaders, include standards-based education reform, early childhood education and policies to support the improvement of teaching.
Sandra Stotsky is Professor of Educational Reform and holder of the 21st Century Chair of Teacher Quality at the University of Arkansas. She is a nationally-known advocate of standards-based reform and strong academic standards and assessments for students and teachers. Her research ranges from the quality of state standards, teacher preparation programs, and teacher licensure tests to the strength of English curricula. She was appointed by Secretary of Education Margaret Spellings to serve on the National Mathematics Advisory Panel in 2006. From 1999-2003, she served as Senior Associate Commissioner in the Massachusetts Department of Education, where she directed complete revisions of the state’s preK-12 standards for all major subjects, its licensing regulations for teachers, administrators, and teacher training schools, and its tests for teacher licensure. Major publications include What’s at Stake in the K-12 Standards Wars: A Primer for Educational Policy Makers (Peter Lang, 2000) and Losing Our Language (Free Press, 1999, reprinted by Encounter Books, 2002). Her research and writing address many areas and disciplines in education. For more details go to http://www.uaedreform.org/People/stotsky.html
Program: Evaluating Teachers
Drew H. Gitomer is a Distinguished Researcher at Educational Testing Service and Director, Understanding Teaching Quality Center. His experience in the field of scholarly publication is wide-ranging. Gitomer served as co-editor of AERA’s peer-reviewed journal Educational Evaluation and Policy Analysis from 2007 to 2009, and also edited the 2008 volume Measurement Issues and Assessment for Teaching Quality. He has served as a reviewer for numerous journals, including two other AERA journals, Educational Researcher and Review of Educational Research. In addition to writing book chapters that relate to teaching, teacher development and assessment, he has been published in scholarly journals, ranging from the Journal of Teacher Education and Journal of Educational Psychology® to the Journal of Educational Measurement and Instructional Science. He frequently is invited to serve on advisory boards and panels, including the AERA Panel on Research and Teacher Education. Gitomer holds M.S. and Ph.D. degrees in cognitive psychology from the University of Pittsburgh.
Thomas Kane is professor of education and economics at the Harvard Graduate School of Education and faculty director of the Center for Education Policy Research, a program that partners with states and districts to evaluate innovative policies. From 1995 to 1996, Kane served as the senior staff economist for labor, education, and welfare policy issues within President Clinton’s Council of Economic Advisers. From 1991 through 2000, he was a faculty member at the Kennedy School of Government. Kane has also been a professor of public policy at UCLA and has held visiting fellowships at the Brookings Institution and the Hoover Institution at Stanford University.
Jesse Rothstein is an associate professor of public policy and economics. He joined the Berkeley faculty in 2009. He spent the 2009-10 academic year in public service, first as Senior Economist at the U.S. Council of Economic Advisers and then as Chief Economist at the U.S. Department of Labor. Earlier, he was assistant professor of economics and public affairs at Princeton University. He received his Ph.D. in economics from UC Berkeley in 2003.
Program: Charter Schools
Chris Lubienski is Associate Professor of Education Policy, Organization and Leadershipat the University of Illinois at Urbana/Champaign. His research centers on public and private interests in education, including the use of market mechanisms such as choice and competition to improve schooling, especially for disadvantaged children. His work examines reforms and movements such as vouchers, charter schools, tuition tax credits, and home schooling that seek to decentralize and deregulate educational governance. He focuses on outcomes anticipated by reformers in areas such as increased innovation and higher levels of achievement, exploring the frequent disconnect between research findings and policy advocacy. He is currently investigating the organizational behavior of schools and districts in local education markets in metropolitan areas.
Andrew Broy is President of the The Illinois Network of Charter Schools. Previously he served as the Associate State Superintendent of Schools with the Georgia Department of Education where he was in charge of charter school authorization for the State and worked directly with the state legislature on education policy. From 2002 to 2006, Broy was an attorney in the Education, Civil Rights and Government practice in the Atlanta office of Sutherland Asbill & Brennan, a national law firm. Broy is a graduate of Miami University and received his J.D. with high honors from the University of North Carolina School of Law. Broy began his career as a high school English teacher and a member of Teach for America.
Gary Miron is professor of education at Western Michigan University. He has extensive experience evaluating school reforms and education policies. Over the past 2 decades he has conducted several studies of school choice programs in Europe and in the United States, including 9 state evaluations of charter school reforms. In recent years, his research has increasingly focused on the education management organizations (EMOs) and efforts to create systemic change in urban schools in Michigan and rural schools in Louisiana. Before coming to Western Michigan University, Dr. Miron worked for 10 years at Stockholm University in Sweden.
Program: Teacher Tenure
Kate Rousmaniere isProfessor and Chair in the Department of Educational Leadership at Miami University, Ohio. Her research interests center on the history and politics of American teachers and methodological questions in the social history of education. Her publications include City Teachers: Teaching and School Reform in Historical Perspective (1997) and two co-edited international volumes, Discipline, Moral Regulation, and Schooling: A Social History (1997) with Kari Dehli and Ning de Coninck-Smith, and Silences and Images: A Social History of the Classroom (1999) with Ian Grosvenor and Martin Lawn. Kate is currently working on a biography of Margaret Haley, the turn-of-the-century leader of the first teachers� union in the country, the Chicago Teachers� Federation.
Frederick M. Hess is Resident Scholar and Director of Education Policy at the American Enterprise Institute. In addition to his new Education Week blog “Rick Hess Straight Up,” he is the author of Education Unbound, Common Sense School Reform, Revolution at the Margins, and Spinning Wheels. His essays appear in both scholarly and popular outlets ranging from Teacher College Record, Harvard Education Review, to U.S. News & World Report, The Washington Post, and National Review. Hess also serves as executive editor of Education Next, on the Review Board for the Broad Prize in Urban Education, and on the Boards of Directors of the National Association of Charter School Authorizers and the American Board for the Certification of Teaching Excellence. A former high school social studies teacher, he has taught at the University of Virginia, the University of Pennsylvania, Georgetown University, Rice University, and Harvard University.
Randi Weingarten is currently president of the 1.5 million-member American Federation of Teachers, AFL-CIO, which represents teachers; paraprofessionals and school-related personnel; higher education faculty and staff; nurses and other healthcare professionals; local, state and federal employees; and early childhood educators. She was elected in July 2008, following 11 years of service as an AFT vice president and 12 years as president of New York City’s UFT. She has worked as Wall Street lawyer from 1983 to 1986 and then as an award winning high school history teacher from 1991-1997.
Cecilia Rouse is an American economist and the Theodore A. Wells ’29 Professor of Economics and Public Affairs at Princeton University. On March 20, 2009 she was formally confirmed as a member of President Barack Obama’s Council of Economic Advisers; she returned to Princeton March 1, 2011. She has conducted several studies on the effects of vouchers.
Paul Peterson is the Henry Lee Shattuck Professor of Government and Director of the Program on Education Policy and Governance at Harvard University, a Senior Fellow at the Hoover Institution at Stanford University, and Editor-In-Chief of Education Next, a journal of opinion and research. Paul E. Peterson, a proponent of vouchers, is widely recognized for a large body of research on school choice and voucher. Among is publications is Saving Schools: From Horace Mann to Virtual Learning (Harvard University Press, 2010).
Martin Carnoy is the Vida Jacks Professor of Education at Stanford University School of Education. He is a labor economist with a special interest in the political economy of the educational system. He specializes in comparative analysis. Prior to coming to Stanford, he was a Research Associate in Economics, Foreign Policy Division, at the Brookings Institution. He is also a consultant to the World Bank, Inter-American Development Bank, Asian Development Bank, UNESCO, IEA, OECD, UNICEF, International Labour Office. His publications include Vouchers and Public School Performance: A Case Study of the Milwaukee Parental Choice Program (Education Policy Institute, 2007,).
Andrew Porter is Dean of the Graduate School of Education at the University of Pennsylvania. He has published widely on education policy, student assessment, education indicators, research on teaching, and principal assessment. Currently he has research support from the US Department of Education/IES . He is an elected member and vice president of the National Academy of Education, lifetime national associate of the National Academies, and past-president of the American Educational Research Association. For more information click http://www.gse.upenn.edu/faculty/porter
Monty Neill is Executive Director of the National Center for Fair & Open Testing (FairTest). He chairs the Forum on Educational Accountability, an alliance working to overhaul federal education law. Under his leadership, FairTest has worked on graduation tests and other high-stakes tests with organizations in many states. Among many publications, he is co-author of Failing Our Children, a report analyzing the federal No Child Left Behind Act and providing guidance toward new, helpful accountability systems. He led the National Forum on Assessment in developing Principles and Indicators for Student Assessment Systems, signed by over 80 national and regional education and civil rights organizations. He also authored Implementing Performance Assessments: A Guide to Classroom School and System Reform, and Testing Our Children: A Report Card on State Assessment Systems, the first comprehensive evaluation of all 50 state testing programs. He earned an Ed.D. Doctorate at Harvard University, has taught and has been an administrator in pre-school, high school and college. For more information click here www.fairtest.org/fairtest-staff-and-board
Laura McGiffert Slover is a native Washingtonian with over 16 years of experience in the field of education in both the classroom and the policy community. Laura is the Senior Vice President of Content and Policy Research at Achieve – a non-profit organization that helps states raise academic standards, improve assessments, and strengthen accountability to prepare all young people for college, careers, and citizenship in the 21st century. Through her work at Achieve, she has advised district, state, and national policy makers on policies and practices in the area of standards and assessments, including the development of Common Core State Standards and the launch and oversight of the 15 state American Diploma Project (ADP) Assessment Consortium, one of two existing multi-state assessment partnerships. Laura has been a member of the DC Board of Education since early 2007. Laura earned B.A. in English and American literature from Harvard University; an M.A. in education from Georgetown University.
Program: Technology – Part I
Vanna Pianfetti is a Visiting Assistant Professor in the Department of Educational Psychology and Special Education and former Assistant Dean for Learning Technologies at the University of Illinois. She is the principle investigator for the I-LLINI Partnerships grant which aims to improve middle school student performances in core content area through the meaningful integration of technology. Her main areas of research include the ways in which ubiquitous technologies including models for online delivery impact teaching and learning. She is interested in exploring the means by which emergent technologies and digital media can enhance the learning process and meet the needs of diverse learners. She is a Smithsonian Laureate for classroom innovation in technology and a Gold Award winner in the ThinkQuest for Tomorrow’s Teachers competition for a technology enriched curriculum she designed with teachers from Urbana Middle School in Urbana, Illinois.
Elliot Soloway is Professor, School of Education; Professor, College of Engineering; Professor, School of Information; Arthur F. Thurnau Professor at the University of Michicagan. His research interests are in the use of technology in education and developing software that takes into consideration the unique needs of learners. He was one of the founders of HI-CE, the Center for Highly Interactive Computing in Education, where he works to develop technology-embedded curricula for school-based programs. He is a principal investigator of the Center for Learning Technologies in Urban Schools grant. http://www.soe.umich.edu/people/profile/elliot_soloway/
S. Craig Watkins teaches at the University of Texas, Austin, in the departments of Radio-Television-Film, Sociology, and the Center for African and African American Studies. Craig is also a Faculty Fellow for the Division of Diversity and Community Engagement and a Global Fellow for the IC2 at the University of Texas at Austin. He received his PhD from the University of Michigan. His book, The Young and the Digital: What the Migration to Social Network Sites, Games, and Anytime, Anywhere Media Means for Our Future (Beacon 2009), is based on survey research, in-depth interviews, and fieldwork with teens, young twenty-somethings, teachers, parents, and technology advocates. The Young and the Digital explores young people’s dynamic engagement with social media, games, mobile phones, and communities like Facebook. His other books include Hip Hop Matters: Politics, Pop Culture and the Struggle for the Soul of a Movement (Beacon Press 2005), and Representing: Hip Hop Culture and the Production of Black Cinema (The University of Chicago Press 1998).
Program: Technology Part 2: The Nitty-Gritty
Mark Edwards Ed.D. currently serves as superintendent of the Mooresville Graded School District (MGSD) in Mooresville, NC. Previously, Dr. Edwards was superintendent of the Danville, and later, Henrico, VA school districts. He was Virginia Superintendent of the Year in 2001 and was named a Harold W. McGraw Prize In Education recipient in 2003. As eSchool News Magazine’s 2002 Tech Savvy Superintendent, Dr. Edwards is considered a pioneer of 1:1 computing in public schools. He is currently leading his second district 1:1 laptop initiative, equipping more than 5400 students in the Mooresville district with 21st century tools via laptops, interactive boards, and iPads.
Roger Grinnip is Director of Instruction Information and Technology in the Champaign Unit 4 Schoolin Illinois.Champaign Unit 4 is one of 150 school districts participating in IlliniCloud, a consortium of K-12 school districts in Illinois that offers cloud-based disaster recovery, Infrastructure as a Service (IaaS) and Software as a Service (SaaS). When it began many years ago, they started with the idea to share hardware and software resources and save on IT costs. However, at the time, they weren’t sure how to make it a reality. Thanks to technology evolution and improvements, especially virtualization, today IlliniCloud provides the technology backbone—servers, storage, infrastructure—that helps schools manage critical functions. And they do this through cloud computing, which gives districts anywhere, anytime access to their data—as long as they have an Internet connection. Click on the source of this information for more details. http://edtechdigest.wordpress.com/2011/08/09/interview-jim-peterson-and-roger-grinnip-making-cloud-computing-work-in-k-12/
Program: Reading Instruction
P. David Pearson is a faculty member in the programs in Language and Literacy and Cognition and Development at the Graduate School of Education at the University of California, Berkeley, where he served as Dean from 2001-2010. Current research projects include Seeds of Science/Roots of Reading–a Research and Development effort with colleagues at Lawrence Hall of Science in which reading, writing, and language as are employed as tools to foster the development of knowledge and inquiry in science–and the Strategic Education Research Partnership–a collaboration between UC Berkeley, Stanford, and the SFUSD designed to embed research within the portfolio of school-based issues and priorities. Prior to coming to Berkeley in 2001, he served on the faculties of education at Michigan State, Illinois, and Minnesota.
Barbara Foorman holds a joint appointment as the Francis Eppes Professor of Education and Director of the Florida Center for Reading Research at The Florida State University. In 2005 Dr. Foorman served as the first Commissioner of the National Center for Education Research at the Institute of Education Sciences in the U.S. Department of Education. She has over 120 publications in the area of reading and language development. Currently, Dr. Foorman is Principal Investigator and Director of the Regional Education Laboratory-Southeast and the national Center on Instruction—Literacy Strand. Dr. Foorman is a primary author of the TPRI early reading assessment used in Texas and the K-12 Florida Assessments for Instruction in Reading (FAIR) used in Florida. Dr. Foorman is co-Editor of the Journal of Research on Educational Effectiveness. Dr. Foorman received her Doctor of Philosophy in education from the University of California—Berkeley in 1977.
Richard Allington is professor of education at the University of Tennessee. Previously he served as the Irving and Rose Fien Distinguished Professor of Education at the University of Florida, and as chair of the Department of Reading at the University at Albany – SUNY. Dick has served as the President of the International Reading Association, as President of the National Reading Conference, and as a member of the International Reading Association Board of Directors. He currently serves on the editorial boards of Reading Research Quarterly, Remedial and Special Education, Journal of Literacy Research, Journal of Disability Policy Studies, and the Elementary School Journal. He is an author of over 100 research articles and several books, including Classrooms That Work: They can all read and write and Schools That Work : All children readers and writers both co-authored with Pat Cunningham.
Program: Teacher Education
Deborah Loewenberg Ball currently serves as dean of the University of Michigan School of Education, where she is also the William H. Payne Collegiate Professor and an Arthur F. Thurnau Professor. Her work draws on her many years of experience as an elementary classroom teacher. Ball’s research focuses on mathematics instruction, and on interventions designed to improve its quality and effectiveness. She is an expert on teacher education, with a particular interest in how professional training and experience combine to equip beginning teachers with the skills and knowledge needed for effective practice. Ball has served on several national and international commissions and panels focused on policy initiatives and the improvement of education, including the National Mathematics Advisory Panel (appointed by President George W. Bush) and the National Board for Education Sciences (appointed by President Barack Obama).
Arthur Levine is the sixth president of the Woodrow Wilson National Fellowship Foundation and president emeritus of Teachers College, Columbia University. He also previously served as chair of the higher education program, chair of the Institute for Educational Management, and senior lecturer at the Harvard Graduate School of Education. Dr. Levine is the author or co-author of nine books on American education and dozens of articles and reviews, including a series of noted reports for the Education Schools Project on the preparation of school leaders, teachers, and education researchers. Much of his research and writing in recent years has focused on increasing access to higher education and improving equity in the schools. He has received numerous honors, including a Guggenheim Fellowship and a Carnegie Fellowship, as well as the American Council on Education’s Book of the Year award, and he is a Fellow of the American Academy of Arts and Sciences.