P. David Pearson is dean of the Graduate School of Education and professor of language and literacy, society, and culture at the University of California at Berkeley. His research interests include practice and policy in literacy instruction and assessment. Previously, he was dean of the College of Education of the University of Illinois at Urbana-Champaign, where he also codirected the Center for the Study of Reading, and the John A. Hannah distinguished professor of education at Michigan State University. He has served as president of the National Reading Conference and on the boards of directors for the International Reading Association, the National Reading Conference, and the Association of American Colleges of Teacher Education. He is a member of the National Academy of Education and a recipient of the William S. Gray Citation of Merit from the International Reading Association, the Oscar Causey Award for Contributions to Reading Research from the National Reading Conference, and the Alan Purves Award from the National Council of Teachers of English. He holds a B.A. in history from the University of California at Berkeley and a Ph.D. in education from the University of Minnesota.

Thomas Plewes (Costudy Director) is a senior program officer for the Committee on National Statistics of the National Research Council, and he served as study director for the Panel to Review Research and Development Statistics at the National Science Foundation. Previously, he was associate commissioner for employment and unemployment statistics of the Bureau of Labor Statistics, and he served as chief of the U.S. Army Reserve. He is a fellow of the American Statistical Association and was a member of the Federal Committee on Statistical Methodology. He has a B.A. in economics from Hope College and an M.A. in economics from the George Washington University.

Charlene Rivera was the founder and is the executive director of the George Washington University’s Center for Equity and Excellence in Education (CEEE). The CEEE’s goal is to advance education reform in a way that supports equity while enhancing the achievement of all students. The portfolio of work carried out by the center includes policy research in areas such as the assessment of English language learners, providing technical assistance in education reform to state departments of education, districts, and schools and conducting program evaluations for school districts. She has published extensively on the issue of assessing English language learners and led a project that generated tools for policy makers, educators, and community members to help English learners reach high academic standards. She currently serves on the technical committee for the World-Class Instructional Design and Assessment Consortium that is developing English language proficiency tests for 10 partner states. She is formerly a teacher for the Boston Public Schools. She holds an Ed.D. from Boston University.

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