education’s task force on the measurement of high school dropout rates. He has a B.A. in economics from the University of Chicago and M.A. and Ph.D. degrees in sociology from the University of Michigan.
Elaine Allensworth is the interim coexecutive director of the Consortium on Chicago School Research at the University of Chicago. She conducts research on the structural factors that affect high school students’ educational attainment, particularly the factors that affect graduation and dropout rates. Her body of work includes research on school organizational structure, instruction, and early indicators of dropping out. Her research is funded by the Bill and Melinda Gates Foundation, the Carnegie Corporation of New York, the National Science Foundation, and the Institute of Education Sciences at the U.S. Department of Education. Currently she is leading a mixed-methods study of the transition to high school, as well as studies on the effects of curricular reforms on instruction, grades, test scores, high school graduation, and college attendance. She has a Ph.D. in sociology and an M.A. in urban studies from Michigan State University and was once a high school teacher.
G. Lavan Dukes is the educational policy development director at the Florida Department of Education. In this role, he establishes policy direction for the database of information on students and teachers in the Florida state public school system. He also provides policy guidance to staff regarding the department’s major statistical publications and presentations and serves as representative of the state commissioner on issues dealing with state and federal reporting requirements. He led the work to establish student and staff databases that are the basis of Florida’s Education Data Warehouse. He has served on many national task forces and committees dealing with data reporting, systems design, and student, staff, and financial information systems. He currently serves as Florida’s representative on the National Cooperative Education Statistics System and on the Education Information Management Advisory Committee of the Council of Chief State School Officers. At the National Research Council, he served on the Committee on Improving Measures of Access to Equal Educational Opportunity. His career began as a middle school English teacher. He has an M.A. in education from Florida State University.
Kenji Hakuta is the Lee J. Jacks Professor of Education at Stanford University. An experimental psycholinguist by training, he is best known for his work in the areas of bilingualism and the acquisition of English by immigrant students. Hakuta is also active in education policy. He has testified before Congress and other public bodies on language policy, the education of language-minority students, affirmative action in higher education, and improving the quality of education research. He has served as an expert witness in education litigation involving language-minority students. He has been on the faculty at Stanford