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Appendix B
Biographical Sketches of
Committee Members and
Workshop Speakers
COMMITTEE MEMBERS AND STAFF
Lauress L. Wise (Chair) is president of the Human Resources Research
Organization (HumRRO). His research interests focus on issues related to
testing and test use policy. He has served on the National Academy of
Education's Panel for the Evaluation of the National Assessment of Educa-
tional Progress (NAEP) Trial State Assessment, as coprincipal investigator
on the National Research Council's (NRC) study to evaluate voluntary
national tests, and as a member of the Committee on the Evaluation of
NAEP. He has been active on the NRC's Board on Testing and Assessment,
the Committee on Reporting Results for Accommodated Test Takers: Policy
and Technical Considerations, and the Committee on the Evaluation of the
Voluntary National Tests, Year 2. At HumRRO, he is currently directing an
evaluation of California's high school graduation test and a project to pro-
vide quality assurance for NAEP. Prior to joining HumRRO, he directed
research and development on the Armed Services Vocational Aptitude Bat-
tery for the U.S. Department of Defense. He has a Ph.D. in mathematical
psychology from the University of California, Berkeley.
Linda Chinnia is an educator with the Baltimore City Public School Sys-
tem. During a 32-year career, she has served as an early childhood teacher, a
senior teacher, a curriculum specialist, an assistant principal, a principal,
and the director of elementary school improvement. Currently she serves as
40
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APPENDIX B 41
an area academic officer, supervising 35 elementary and K-8 schools. She
has been an adjunct instructor at the Baltimore City Community College,
Coppin State College, Towson University, and Johns Hopkins University.
She has taught courses in early childhood education, elementary education,
and educational supervision and leadership. She has B.A. and M.A. degrees
from Towson University.
Kay Dickersin is a professor at the Brown University School of Medicine.
She is also director of the U.S. Cochrane Center, one of 14 centers world-
wide participating in The Cochrane Collaboration, which aims to help
people make well-informed decisions about health by preparing, maintain-
ing, and promoting the accessibility of systematic reviews of available evi-
dence on the benefits and risks of health care. Her areas of interest include
publication bias, womens' health, and the development and utilization of
methods for the evaluation of medical care and its effectiveness. She was a
member of the Institute of Medicines' Committee on Reimbursement of
Routine Patient Care Costs for Medicare Patients Enrolled in Clinical Tri-
als, the Committee on Defense Womens' Health Research, and the Com-
mittee to Review the Department of Defense's Breast Cancer Research Pro-
gram. She has an M.S. in zoology, specializing in cell biology, from the
University of California, Berkeley, and a Ph.D. in epidemiology from Johns
Hopkins University's School of Hygiene and Public Health.
Margaret Eisenhart is professor of educational anthropology and research
methodology and director of graduate studies in the School of Education,
University of Colorado, Boulder. Previously she was a member of the Col-
lege of Education at Virginia Tech. Her research and publications have
focused on two topics: what young people learn about race, gender, and
academic content in and around schools; and applications of ethnographic
research methods in educational research. She is coauthor of three books as
well as numerous articles and chapters. She was a member of the NRC's
Committee on Scientific Principles in Education Research. She has a Ph.D.
in anthropology from the University of North Carolina at Chapel Hill.
Karen Falkenberg is a lecturer in the Division of Educational Studies at
Emory University. She is also the president of the Education Division of
Concept Catalysts, a consulting company that has a specialization in sci-
ence, mathematics and engineering education reform. She works both na-
tionally and internationally. She was the program manager for the National
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42 IMPLEMENTING RANDOMIZED FIELD TRIALS IN EDUCATION
Science Foundation funded local systemic change initiative in Atlanta called
the Elementary Science Education Partners Program, and has been a men-
tor for SERC@SERVE's Technical Assistance Academy for Mathematics
and Science and for the WestEd National Academy for Science and Math-
ematics Education Leadership. She also served on the National Academy of
Engineering's Committee for Technological Literacy. Earlier, she was a high
school teacher of science, mathematics, and engineering and was featured
as a classroom teacher in case studies of prominent U.S. innovations in
science, math, and technology education. Before she became an educator,
she worked as a research engineer. She has a Ph.D. from Emory University.
Jack McFarlin Fletcher is a professor in the Department of Pediatrics at
the University of Texas-Houston Health Science Center and associate di-
rector of the Center for Academic and Reading Skills. For the past 20 years,
as a child neuropsychologist, he has conducted research on many aspects of
the development of reading, language, and other cognitive skills in chil-
dren. He has worked extensively on issues related to learning and attention
problems, including definition and classification, neurobiological correlates,
intervention, and most recently on the development of literacy skills in
Spanish-speaking and bilingual children. He chaired the National Institute
for Child Health and Human Development (NICHD) Mental Retarda-
tion/Developmental Disabilities study section and is a former member of
the NICHD Maternal and Child Health study section. He recently served
on the President's Commission on Excellence in Special Education and is a
member of the NICHD National Advisory Council. He was a member of
the NRC's Committee on Scientific Principles in Education Research. He
has a Ph.D. in clinical psychology from the University of Florida.
Robert E. Floden is a professor of teacher education, measurement and
quantitative methods, and educational policy and is the director of the
Institute for Research on Teaching and Learning at Michigan State Univer-
sity. He has written on a range of topics in philosophy, statistics, psychol-
ogy, program evaluation, research on teaching, and research on teacher edu-
cation. His current research examines the preparation of mathematics
teachers and the development of leaders in mathematics and science educa-
tion. He has a Ph.D. from Stanford University.
Ernest M. Henley is a professor emeritus of physics at the University of
Washington. He has served as the dean of the College of Arts and Sciences
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APPENDIX B 43
at the University of Washington and as director and associate director of its
Institute for Nuclear Theory. The focus of his work has been with space-
time symmetries, the connection of quark-gluons to nucleons-mesons, and
the changes that occur to hadrons when placed in a nuclear medium; at
present he is working in the area of cosmology. He was elected to member-
ship in the National Academy of Sciences in 1979 and served as chair of its
Physics Section from 1998-2001. He is a Fellow of the American Academy
of Arts and Sciences, and served as president of the American Physical
Society and as a member of the U.S Liaison Committee for the Interna-
tional Union of Pure and Applied Physics. He has a Ph.D. in physics from
the University of California, Berkeley.
Margaret Hilton (Senior Program Officer) has contributed to consensus
reports at the National Academies on monitoring compliance with interna-
tional labor standards and on the national supply of Information Technol-
ogy workers. Prior to joining the National Academies in 1999, Hilton was
employed by the National Skill Standards Board. Earlier, she was a project
director at the Congressional Office of Technology Assessment. She has a
B.A. in geography, with high honors, from the University of Michigan
(1975), and a master of regional planning degree from the University of
North Carolina at Chapel Hill (1980).
Vinetta C. Jones is an educational psychologist and the dean of the School
of Education at Howard University. During a 30-year career in public edu-
cation, she has maintained a singular focus: developing and supporting
professionals and creating institutional environments that develop the po-
tential of all students to achieve high levels of academic excellence, espe-
cially those who have been traditionally underserved by the public educa-
tion system. She has written and lectured widely on issues related to the
education of diverse populations, especially in the areas of academic track-
ing, the power of teacher expectations, and the role of mathematics as a
critical factor in opening pathways to success for minority and poor stu-
dents. She served for eight years as executive director of EQUITY 2000 at
the College Board, where she led one of the largest and most successful
education reform programs in the country. She has served on numerous
boards and national committees and was inducted into the Education Hall
of Fame by the National Alliance of Black School Educators in 2000. She
has a B.A. from the University of Michigan and a Ph.D. in educational
psychology from the University of California, Berkeley.
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44 IMPLEMENTING RANDOMIZED FIELD TRIALS IN EDUCATION
Brian W. Junker is professor of statistics, Carnegie Mellon University. His
research interests include the statistical foundations of latent variable mod-
els for measurement, as well as applications of latent variable modeling in
the design and analysis of standardized tests, small-scale experiments in
psychology and psychiatry, and large-scale educational surveys such as the
NAEP. He is a fellow of the Institute of Mathematical Statistics, a member
of the board of trustees and the editorial council of the Psychometric Soci-
ety, an associate editor and editor-elect of Psychometrika. He also served on
the NRC's Committee on Embedding Common Test Items in State and
District Assessments. He is currently a member of the Design and Analysis
Committee for the NAEP. He has a Ph.D. in statistics from the University
of Illinois (1988).
David Klahr is a professor and former head of the Department of Psychol-
ogy at Carnegie Mellon University. His current research focuses on cogni-
tive development, scientific reasoning, and cognitively based instructional
interventions in early science education. His earlier work addressed cogni-
tive processes in such diverse areas as voting behavior, college admissions,
consumer choice, peer review, and problem solving. He pioneered the ap-
plication of information-processing analysis to questions of cognitive de-
velopment and formulated the first computational models to account for
childrens' thinking processes. He was a member of the NRC's Committee
on the Foundations of Assessment. He has a Ph.D. in organizations and
social behavior from Carnegie Mellon University.
Ellen Condliffe Lagemann is an education historian and dean of the
Harvard Graduate School of Education. Dr. Lagemann has been a profes-
sor of history and education at New York University, taught for 16 years at
Teachers College at Columbia University, and served as the president of the
Spencer Foundation and the National Academy of Education. She was a
member of the NRC's Committee on Scientific Principles in Education
Research. She has an undergraduate degree from Smith College, an M.A.
in social studies from Teachers College, and a Ph.D. in history and educa-
tion from Columbia University.
Barbara Schneider is a professor of sociology at the University of Chicago.
She is a codirector of the Alfred P. Sloan Center on Parents, Children and
Work and the director of the Data Research and Development Center, a
new $6 million initiative of the Interagency Education Research Initiative.
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APPENDIX B 45
Her current interests include how social contexts, primarily schools and
families, influence individuals' interests and actions. She has a Ph.D. from
Northwestern University.
Joseph Tobin is a professor in the College of Education at Arizona State
University. Previously he served as a professor in the College of Education
at the University of Hawaii. His research interests include educational eth-
nography, Japanese culture and education, visual anthropology, early child-
hood education, and children and the media. He was a member of the
NRC's Board on International Comparative Studies in Education. He has a
Ph.D. in human development from the University of Chicago.
Lisa Towne (Study Director) is a senior program officer in the NRC's Cen-
ter for Education and adjunct instructor of quantitative methods at
Georgetown University's Public Policy Institute. She has also worked for
the White House Office of Science and Technology Policy and the U.S.
Department of Education Planning and Evaluation Service. She has an
M.P.P. from Georgetown University.
Tina Winters is a research associate in the NRC's Center for Education.
Over the past 10 years, she has worked on a wide variety of education
studies at the NRC and has provided assistance for several reports, includ-
ing Scientific Research in Education, Knowing What Students Know, and the
National Science Education Standards.
WORKSHOP SPEAKERS
Robert Boruch is university trustee chair professor in the Graduate School
of Education and the Statistics Department (Wharton School) at the Uni-
versity of Pennsylvania. He has received awards for his work on randomized
trials and on privacy of individuals and confidentiality in social research
from the American Evaluation Association (Myrdal Award), American Edu-
cational Research Association (Research Review Award), and the Policy
Studies Association (Donald T. Campbell Award). He has a Ph.D. in psy-
chology from Iowa State University.
Wesley Bruce is the assistant superintendent for the Center for Assess-
ment, Research, and Information Technology in the Indiana Department
of Education. Previously he served in several administration positions over
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46 IMPLEMENTING RANDOMIZED FIELD TRIALS IN EDUCATION
the 9 years he was with South Bend Community School Corporation, and
also served 11 years in the Kanawha County schools of Charleston, West
Virginia. He has a B.A. in psychology from Rice University and a Ph.D. in
computer science from the University of Charleston, West Virginia.
Linda Chinnia was appointed to the committee after the workshop was
held. Her biographical sketch appears earlier.
Donna Durno is the executive director of the Allegheny Intermediate Unit,
a service agency that provides resources, instruction and education services
for schools, families, and communities through collaborative partnerships
with local school districts, institutions of higher education, government
agencies, and foundations. She has over 30 years of educational experience
and expertise, culminating in 1987 when she was named commissioner for
basic education for the Commonwealth of Pennsylvania. She has a B.S.
from Seton Hill College, an M.Ed. in guidance and counseling from Indi-
ana University of Pennsylvania, and a Ph.D. in educational administration
from the University of Pittsburgh.
Olatokunbo S. Fashola is a research scientist at the Johns Hopkins Uni-
versity Center for Research on the Education of Students Placed at Risk.
Her research interests include reading, after-school programs, language de-
velopment, emergent literacy, program evaluation, educational policy is-
sues, problem solving, school-wide reform, and bilingual education. She
has a Ph.D. from the University of California, Santa Barbara.
Judith M. Gueron is president of the nonprofit, nonpartisan MDRC,
where she has directed many large-scale demonstrations and evaluations of
social policy innovations and developed methods for rigorously studying
real-world programs. The author of From Welfare to Work and numerous
other publications, she has served on many advisory panels in the areas of
employment and training, poverty, and family assistance. She has a Ph.D.
in economics from Harvard University.
Vinetta C. Jones was appointed to the committee after the workshop was
held. Her biographical sketch appears earlier.
Sheppard G. Kellam is a public health psychiatrist at the American Insti-
tutes for Research, where he developed the Center for Integrating Educa-
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APPENDIX B 47
tion and Prevention Research in Schools. Since 1983, in partnership with
the Baltimore City Public School System and Morgan State University, he
has led three generations of epidemiologically based randomized field trials.
He has an M.D. from Johns Hopkins University.
Anthony (Eamonn) Kelly is professor of instructional technology in the
Graduate School of Education at George Mason University. He coedited
the Handbook of Research Methods in Mathematics and Science Education,
and edited the special issue on research methods in education in the Educa-
tional Researcher in 2003. He has a Ph.D. in psychological studies in educa-
tion from Stanford University.
Sharon Lewis is the director of research for the Council of the Great City
Schools, a research program that articulates the status, needs, attributes,
operation, and challenges of urban public schools and the children whom
they serve. She has worked for 30 years in the Detroit public schools and
served as the assistant superintendent for research and school reform. She
has an M.A. in educational research from Wayne State University.
Loretta McClairn is the family, schools, and communities coordinator at
Dr. Bernard Harris elementary school (#250) in Baltimore. She is also the
program coordinator for the Child First Authority at the school. She has a
B.A. from Bowie State University in elementary education and has been
teaching for more than 30 years.
David Myers is a vice president and the director of human services research
in Mathematica Policy Researchs' Washington, DC office. He has directed
three large random assignment studies in education: the National Evalua-
tion of Upward Bound, the Evaluation of the New York City School Choice
Scholarship Program, and an evaluation of remedial reading programs for
elementary school students--the Power4Kids Initiative. He has a Ph.D. in
sociology from Washington State University.
Richard J. Shavelson is a professor in the School of Education and the
Department of Psychology (by courtesy) at Stanford University and past
dean of the School of Education. For more than 20 years, he has sought
new techniques for measuring performance in ways that contribute to edu-
cational and workplace goals, exploring, for example, alternatives to mul-
tiple-choice tests in schools, on the job, and in the military. His recent
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48 IMPLEMENTING RANDOMIZED FIELD TRIALS IN EDUCATION
research has focused on new assessment tools for science and mathematics
achievement; measuring individual and group performance in science and
mathematics; statistically modeling performance assessment; and address-
ing policy and practice issues in measurement reform. He has chaired the
NRC's Board on Testing and Assessment. He has a Ph.D. in educational
psychology from Stanford University (1971).
Representative terms from entire chapter:
field trials
