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Board Biographies
Martin Carnoy is Professor of Education and Economics at
Stanford University where he has
taught for the past 30 years after a four-year stint as a research
associate at the Brookings
Institution. He is the author of more than 25 books on the economics
and politics of education,
labor markets in the U.S. and abroad, and economic policy. His
current research interests are in
assessing the efforts to privatize education, the impact of
globalization on labor markets and
educational policy, and the effects of the new accountability
standards in the United States on
student achievement and attainment.
Jeremy Kilpatrick is Regents Professor of Mathematics Education
at the University of Georgia.
He has taught at several European and Latin American universities and
has received Fulbright awards
for work in New Zealand, Spain, Colombia, and Sweden. He was a
charter member of the U.S.
Mathematical Sciences Education Board and served two terms as Vice
President of the International
Commission on Mathematical Instruction. He chaired the National
Research Council committee that
produced the 2001 report Adding It Up and also served on the
RAND Mathematics Study Panel, which
produced Mathematical Proficiency for All Students in 2002.
Both reports address the development
of proficiency in teaching mathematics-a theme of the
NSF-funded-Center for Proficiency in
Teaching Mathematics in which he serves as a principal investigator.
He has published extensively
on mathematics education, and his research interests include
mathematics curricula, research in
mathematics education, and the history of both.
Felice J. Levine, is Executive Director of the American
Educational Research Association. From
1991 until 2002, she was Executive Officer of the American
Sociological Association. She also served as
Director of the Law and Social Science Program at the National
Science Foundation (NSF) from 1979 to 1991
and as Senior Research Social Scientist at the American Bar
Foundation from 1974 to 1983. Her research
specialties include children and youth, and the dynamics underlying
social development. Dr. Levine's current
work focuses on research and science policy issues, academic and
scientific professions, the ethics of research,
and diversity in higher education. She is senior author of
Promoting Diversity and Excellence in Higher
Education through Department Change (2002) and a 2004 report for
NSF on Education and Training in the Social,
Behavioral, and Economic Sciences: A Plan of Action. She is a
member of the Executive Committee of the Consortium
of Social Science Associations and on the Board of Directors of the
Council of Professional Associations on Federal
Statistics. Since 2002, she has chaired the Social and Behavioral
Sciences Working Group on Human Research Protections,
with support from the National Institutes of Health. In addition,
she is currently a member of the National Research
Council Panel on Confidentiality Issues Arising from the Integration
of Remotely Sensed Data with Social Science
Survey and Other Self-Identifying Data. Levine is a Fellow of the
American Association for the Advancement of Science
and the American Psychological Society and is a past President of the
Law and Society Association.
Chandra Muller is Professor of Sociology at the University of
Texas at Austin. Her
research focuses on how schools shape the course of adolescence and
the transition to
adulthood. She is Principal Investigator of the Adolescent Health
and Academic Achievement
Study, the educational component of the Add Health. Her recent work
has concentrated on
developing new approaches to understand how social processes interact
with opportunities
to learn in the school, particularly in math and science, and are
related to life course
outcomes, including educational attainment, health, and civic
participation. She has
published widely using multiple methodologies on topics related to
families, teachers,
schools and education policy using a sociological perspective with
special attention to
racial, ethnic, social class and gender disparities.
Michael T. Nettles is Senior Vice President and the Edmund W.
Gordon Chair for Policy Evaluation
and Research at the Educational Testing Service in Princeton, NJ. He
has a national reputation as a
policy researcher on educational assessment, student performance and
achievement, educational equity,
and higher education finance policy. Nettles' publications reflect
his broad interest in public policy,
student and faculty access, opportunity, achievement and assessment
at both the K-12 and postsecondary l
evels. He is the co-author of Three Magic Letters: Getting to
Ph.D. (Johns Hopkins University Press). His
current professional activities include chairing the National
Postsecondary Education Cooperative (NPEC),
serving on the Council for Higher Education Accreditation (CHEA) 10th
Anniversary Commission, and serving
on the Advisory Board of the Community Links Foundation.
Philip M. Sadler is F.W. Wright Senior Lecturer in Astronomy
at Harvard University where he
teaches graduate courses in science education and undergraduate
science. He is the Head of the
Science Education Department at the Harvard-Smithsonian Center for
Astrophysics. His work informs
national policy debates on the role of laboratory experiments,
student misconception, computers
in the classroom, teacher professional development, and Advanced
Placement. Dr. Sadler has received
numerous honors and awards for his work, such as, the Journal of
Research in Science Teaching Award,
the Astronomical Society of the Pacific's Brennan Prize, and the
American Institute of Physics
Software Prize. Dr. Sadler invented the Starlab Portable
Planetarium which has reinvigorated the
teaching of astronomy in primary and middle schools. Materials and
curricula developed by
Dr. Sadler are used by an estimated fifteen million students every year.
William H. Schmidt is a University Distinguished Professor at Michigan
State University and is currently co-director of the Education Policy
Center, co-director of the
US China Center for Research, and co-director of the NSF PROM/SE
project. He holds faculty
appointments in the Departments of Educational Psychology and
Statistics. Previously he served as
National Research Coordinator and Executive Director of the US
National Center which oversaw
participation of the United States in the IEA sponsored Third
International Mathematics and
Science Study (TIMSS). He has published in numerous journals
including the Journal of the
American Statistical Association, Journal of Educational
Statistics, and the Journal
of Educational Measurement. He has co-authored seven books
including Why Schools Matter.
His current writing and research concerns issues of academic content
in K-12 schooling, assessment
theory and the effects of curriculum on academic achievement. He is
also concerned with educational
policy related to mathematics, science and testing in general. He was
awarded the Honorary Doctorate
Degree at Concordia University in 1997, received the 1998 Willard
Jacobson Lectureship from The
New York Academy of Sciences, and was recently elected to the
National Academy of Education.
Professor Schmidt has served as Chair of the Governing Board for the
AERA Grants Program since 2000.
Gerald E. Sroufe, AERA Senior Advisor and Director of
Government Relations, works at the
intersection of research and policy analysis. His research interests
and academic writing are in the
areas of research policy and infrastructure, and federal and state
education policy processes.
He is the editor and principle author of Research Policy
Notes, a monthly journal of news about
education research and statistics.
Mark Wilson Professor of Education at the University of
California, Berkeley, where his
interests focus on measurement and applied statistics. His work spans a
range of issues in
measurement and assessment from the development of new statistical
models for analyzing measurement
data, to the development of new assessments in subject matter areas
such as science education,
patient-reported outcomes and child development, to policy issues in
the use of assessment data
in accountability systems. He has recently published three books: the
first, Constructing
Measures: An Item Response Modeling Approach (Erlbaum), is an
introduction to modern measurement;
the second (with Paul De Boeck of the University of Leuven in
Belgium), Explanatory Item Response
Models: A Generalized Linear and Nonlinear Approach
(Springer-Verlag), introduces an overarching
framework for the statistical modeling of measurements that makes
available new tools for
understanding the meaning and nature of measurement; the third,
Towards Coherence Between
Classroom Assessment and Accountability (University of Chicago
Press-National Society for the
Study of Education), is an edited volume that explores the issues
relating to the relationships
between large-scale assessment and classroom-level assessment. He has
recently chaired a National
Research Council committee on assessment of science achievement--the
report is now published as:
Systems for State Science Assessment--National Academies
Press), and he is founding editor
of the new journal Measurement: Interdisciplinary Research and
Perspectives.
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