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Board Biographies
Eva L. Baker is a Distinguished Professor in the divisions of Psychological Studies in Education and Social Research
Methodology at the University of California, Los Angeles (UCLA) Graduate School of Education and Information Studies. She
has directed the UCLA Center for the Study of Evaluation (CSE) since 1975. She is also Director of the National Center for
Research on Evaluation, Standards, and Student Testing (CRESST), a competitively awarded national institution funded by the
U.S. Department of Education. Dr. Baker is a member of the National Academy of Education and a recipient of the 2007 ETS Henry Chauncey Award for
Distinguished Service to Assessment and Educational Science. She served on the National
Council on Education Standards and Testing and was chair of the Board on Testing and Assessment, National Research Council,
The National Academies (2000-2004).She is a former president of AERA (2006-2007), former president of the Educational
Psychology Division of the American Psychological Association, and a former editor of Educational Evaluation and Policy
Analysis. Her research addresses assessment and accountability models, the design and validation of technology-based
learning and assessment systems, and new models to measure complex human performance in large-scale assessments.
.
Martin Carnoy is Vida Jacks Professor of Education and Economics at Stanford University.
He is a fellow of the National Academy of Education and of the International Academy of Education. His research
focuses on the economic value of education, on the underlying political economy of educational policy,
and on the financing and resource allocation aspects of educational production. He has published
extensively on education and labor markets, school choice, and educational accountability using large
national and inernational data sets and econometric models. He also served six years on the Advisory
board of Mexico's National Institute of Educational Evaluation. .
Jacquelynne Eccles, is Professor of Psychology at the University of Michigan. She has participated
in many research oversight activities including chairing a MacArthur Foundation research network,
the HUD-1 Scientific Review Panel for NIH, and the NAS Committee on After School Programs for Youth.
She was a member of CBASSE Committee of NSF and the NICHD Governing Council. She has conducted extensive
longitudinal quantitative research (funded by NICHD, NSF, Spencer Foundation, W.T. Grant Foundation and
the MacArthur Foundation) focused on topics ranging from gender-role socialization, teacher expectancies,
and classroom influences on student motivation to social development in the family and school context. Jaqui Falkenheim is a Senior Analyst in the Science and Engineering Indicators Program at the National Center for Science and Engineering Statistics (NCES) at the National Science Foundation. Her research focuses on higher education and diversity issues. Prior to working in NCES she worked as a research program manager at the Center for Women’s Business Research in Washington DC and as an analyst at Gallup Argentina. She holds a B.A. in Statistics from the Hebrew University of Jerusalem, an M.A. in Communication Studies from the University of Michigan-Ann Arbor, and a Ph.D. in International Communication from the University of Texas at Austin.
Jeremy Kilpatrick is Regents Professor of Mathematics Education at the University of Georgia.
His research interests include teachers' proficiency in teaching mathematics, mathematics curriculum
change and its history, mathematics assessment, and the history of research in mathematics education.
He chaired a committee of the National Research Council that published its report Adding It Up: Helping
Children Learn Mathematics in 2001. For many years, he has helped shape, analyze, and critique national
and international assessments of mathematics performance such as the National Assessment of Educational
Progress, the Trends in International Mathematics and Science Study, and the Program for International
Student Assessment.
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.
Sarah Theule Lubienski is an Associate Professor of Curriculum and Instruction in the College of Education
at the University of Illinois, Urbana-Champaign. Her research focuses on inequities in students' mathematics
outcomes, and in the policies and practices that shape those outcomes. She has examined social class, race/ethnicity,
and gender in large-scale studies using NAEP and ECLS-K data, as well as in smaller, classroom-based studies.
Dr. Lubienski has served as Principal Investigator of four IES/NCES-funded projects and has published widely in
the areas of mathematics education and policy. She has served as Chairperson of the NAEP Research Special Interest
Group of AERA and recently received the Outstanding Reviewer Award from Educational Evaluation and Policy Analysis.
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. 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 levels. His current professional activities include serving on two
National Research Council boards (BOTA and BHEW), the Board of the NSF sponsored Center on
Research on Teaching and Learning (CRTL), and the International Advisory Panel on Assessment
(IAP) for the Human Science Research Council of the Republic of South Africa.
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). His current writing
and research concern issues of academic content in K-12 schooling, assessment theory and the effects
of curriculum on academic achievement. He is a member of the National Academy of Education.
Professor Schmidt has served as Chair of the Governing Board for the AERA Grants Program since 2000.
Deborah Lowe Vandell is Professor and Chair of the Department of Education at the University of California, Irvine.
She holds a joint appointment in the Department of Psychology and Social Behavior. Her research has focused on the effects of
developmental contexts (early child care, schools, after-school programs, families, neighborhoods) on children's social,
behavioral, and academic functioning. She is one of the principal investigators with the NICHD Study of Early Child Care and
Youth Development and has conducted an intensive study of the short-term and long-term effects of early child care and the
family. Professor Vandell also has studied the effects of after-school programs, extracurricular activities and self-care with a
particular focus on low-income children of color. She has served on advisory boards and panels for the National
Academy of Science, the National Institutes of Health, the U.S. Department of Education, the Charles Stewart Mott Foundation,
W. T Grant Foundation, and the National Institute for Early Education Research. She is a fellow of AERA, the American
Psychological Association and the American Psychological Society.
George Wimberly is the Director of Social Justice and Professional Development at AERA. In this
role he coordinates association efforts concerning social justice, diversity, equity, and advocacy in
education research. He also manages the AERA/IES fellowships and postdoctoral fellowships in partnership
with The American Institutes for Research (AIR) and Educational Testing Service (ETS). His
doctoral research focused on African American students' educational attainment. Prior to his appointment
at AERA he served as the
Assessment Research Coordinator for the Montgomery County Maryland Public Schools and as a researcher
at ACT Inc. He has authored and co-authored several policy reports on the transition from high school to
college among African American and Hispanic students and presented this research at many national
conferences and colloquia. |
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