Committee for Economic Development, and as an independent writer and researcher. She has a B.A. in philosophy from Williams College and an M.A. in history from Bryn Mawr College.
JULIAN BETTS is professor of economics and adjunct professor of international relations and Pacific studies at the University of California, San Diego, as well as a senior fellow at the Public Policy Institute of California. His research has focused on the economic analysis of public schools, specifically the link between student outcomes and measures of school spending, including class size, teachers’ salaries, and teachers’ level of education. His work has also examined the role that standards and expectations play in student achievement and has included studies of various forms of school choice and an evaluation of San Diego’s Blueprint for Student Success. His other main areas of research include higher education; immigration; technology, skills, and the labor market; and the economics of unions. At the National Academies, he served on the Committee on Improving Measures of Access to Equal Educational Opportunity. He has a B.S. in chemistry (1984) from McGill University, an M.S. in economics (1986) from the University of Oxford, England, and a Ph.D. in economics (1990) from Queen’s University, Ontario.
MARK DYNARSKI is senior fellow and associate director of research at Mathematica Policy Research, Inc., where he has worked since 1988. Prior to that, he was an associate professor of economics at the University of California, Davis. His work focuses on education policy, particularly evaluating programs for at-risk children and youth and school-community partnerships, and he has published numerous reports and articles on these topics. He currently is directing the What Works Clearinghouse for the Institute of Education Sciences, for which he previously served as principal investigator of the dropout prevention area. He is directing a national study of education technology and previously directed a national study of after-school programs. Both evaluations used random assignment designs to measure effects on student learning. He has conducted a wide variety of research, including evaluations of dropout prevention programs, Early Head Start, and alternative high schools. He has a B.A. in economics from the State University of New York at Geneseo (1977) and a Ph.D. in economics from the Johns Hopkins University (1982).
STUART W. ELLIOTT (Senior Program Officer) is director of BOTA at the NRC, where he has worked on a variety of projects related to assessment, accountability, teacher qualifications, and information technology. Previously, he worked as an economic consultant for several private-sector consulting firms. He was also a research fellow in cognitive psychology