Association for Gifted Children. She is a past president of the Association for the Gifted and the National Association for Gifted Children. She serves on the editorial boards of Gifted Child Quarterly, the Journal for the Education of the Gifted, and Roeper Review.
M. Suzanne Donovan (Study Director) is a program officer at the National Research Council’s Division of Behavioral and Social Sciences and Education. Her work focuses on education and public policy. She is currently associate director of the Strategic Education Research Partnership and study director of a project that will produce a volume for teachers titled How Students Learn: History, Math and Science in the Classroom. She was coeditor of two previous NRC reports: How People Learn: Bridging Research and Practice, and Eager to Learn: Educating Our Preschoolers. She has a Ph.D. from the University of California at Berkeley School of Public Policy and was previously on the faculty of Columbia University’s School of Public and International Affairs.
Beth Harry is professor of special education in the Department of Teaching and Learning at the University of Miami. Formerly she was associate professor at the University of Maryland, College Park. Her research has focused on parent-professional relationships related to disabilities and on the issue of ethnic disproportionality in special education. Her studies of parental perspectives and experiences, funded by the Office of Special Education Programs (OSEP), focused on ethnic minority parents of children with disabilities, with a particular focus on black and Hispanic families. Her current research, also funded by OSEP, uses ethnographic research methods to examine the process by which minorities become overrepresented in special education programs. Her teaching reflects her combined interest in special education, multicultural education, family issues, and qualitative research methods. A native of Jamaica, she has bachelor’s and master’s degrees from the University of Toronto, Canada, and a Ph.D. in special education from Syracuse University.
Samuel R. Lucas is associate professor of sociology at the University of California, Berkeley. He currently serves on the technical review panel for the Education Longitudinal Study of 2002 and the sociology advisory panel of the National Science Foundation. He coauthored Inequality by Design: Cracking the Bell Curve Myth with five colleagues in the Sociology Department at Berkeley; the book received a Gustavus Myers Center award for the study of human rights in North America in 1997. His book on tracking, Tracking Inequality: Stratification and Mobility in American High Schools, received the Willard Waller award in 2000 for the most outstanding book