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Appendix E Biographical Sketches WILMER S. CODY is state superintendent of education for Louisiana, re- sponsible for elementary and secondary education, postsecondary vocational- technical schools, and state schools for handicapped youth. Previous as- signments include teacher, principal, and three local school system super- intendencies: Chapel Hill, North Carolina; Birmingham, Alabama; and Montgomery County, Maryland. Additional assignments include the plan- ning and establishment of the National Institute of Education and planning a state-by-state comparison of student achievement for the Council of Chief State School Officers. For four years he chaired the Assessment Policy Committee of the National Assessment of Educational Progress. He received an NB. from Harvard College in social relations, an Ed.M. degree in teaching, and an Ed.D. degree in school administration from the Harvard Graduate School of Education. GLENN ~ CROSBY is professor of chemistry and chemical physics at Washington State University. A member of several national committees concerned with the status of education in the United States, he also serves as a consultant to the American Chemical Society Committee on Education. He has been honored both locally and nationally as a teacher and educator. He is a recipient of the faculty excellence award at his home institution and four national awards in chemical education. Internationally recognized for his research contributions in the field of photophysics and photochemistry of transition-metal complexes, he has lectured widely in the United States, Germany, New Zealand, Australia, and Japan. He received a B.S. in chemistry and mathematics from Waynesburg College and a Ph.D. from the University of Washington. He was a postdoctoral fellow at Florida State 253
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254 APPENDIX E University, a Fulbright fellow (1964) and a Humboldt awardee (1978-79) in West Germany. F. JOE CROSSWHITE is professor of mathematics and education at North- ern Arizona University and professor emeritus of mathematics education at the Ohio State University. He has served as president of the National Council of Teachers of Mathematics, as chairman of the Conference Board of the Mathematical Sciences, and as a member of the Mathematical Sci- ences Education Board. His principal fields of interest are mathematics teacher education and school mathematics curricula. He received a Ph.D. in mathematics education from the Ohio State University. HARRIET FISHLOW is coordinator of undergraduate enrollment plan- ning in the University of California's university-wide administration. She is the developer of the University of California's undergraduate enroll- ment potential projection model and serves on the Teacher Supply and Demand Steering Committee of the California Commission on Teacher Credentialing. She received a B.S. degree in education from the Univer- sity of Pennsylvania and M.N and Ph.D. degrees in demography from the University of California, Berkeley. DOROTHY M. GILFORD served as study director of the panel's work. Formerly, she served as director of the National Center for Education Statistics and as director of the mathematical sciences division of the Office of Naval Research; currently she is director of the National Research Council's Board on International Comparative Studies in Education. Her interests are in reseach program administration, organization of statistical systems, education administration, education statistics, and human resource statistics. A fellow of the American Statistical Association, she has served as vice president of the association and chairman of its committee on fellows. She is a member of the International Statistics Institute. She received B.S. and M.S. degrees in mathematics from the University of Washington. F. THOMAS JUSTER (Chair) is a research scientist at the Institute for Social Research and professor of economics at the University of Michigan. He is currently a senior adviser for the Brookings Panel on Economic Activity and chair of the American Economic Association Committee on the Quality of Economic Statistics. He is a fellow of the American Statistical Association. He received a B.S. degree from Rutgers University and a Ph.D. degree in economics from Columbia University. CHARLOl'lL; ~ KUH is executive director of the Graduate Record Ex- aminations Program at the Educational Testing Service. A labor economist,
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BIOGRAPHICAL SKETCHES 255 she has held teaching positions at the Harvard Graduate School of Educa- tion and at Stanford University. She also spent eight years as a manager at AT&T. She received a B.N from Radcliffe College and a Ph.D. in economics from Yale University. As a researcher, -she specializes in the economics of higher education and on forecasting demand and supply for highly trained personnel, especially those in science and engineering. In her current position, she is interested in the appropriate use of standardized tests in graduate admissions, in ways to increase minority participation in graduate education, and in the challenges graduate education will face in the 1990s. EUGENE P. MCLOONE is professor of education in the Department of Education Policy, Planning, and Administration of the College of Educa- tion at the University of Maryland. He also is an associate professor of economics at the university. His research interests are in school finance, teacher retirement systems, education statistics, and information systems for educational policy making. He directed a congressionally mandated study for the National Center for Education Statistics and was associate director of research for the National Education Association. He received a Ph.D. in educational administration from the University of Illinois, with subspecialties in public finance and mathematical statistics. MICHAEL MCPHERSON is professor and chairman of the Economics Department at Williams College. He has served as senior fellow at the Brookings Institution and as a member of the Institute for Advanced Study. McPherson is coeditor of the journal Economics and Philosophy and a contributing editor of Change magazine. He writes on ethics and on the economics of higher education. He received NB., NM., and Ph.D. degrees from the University of Chicago. RICHARD J. MURNANE is professor of education at the Graduate School of Education, Harvard University. He recently chaired the National Research Council's Committee on Indicators of Precollege Science and Mathematics Education and coedited (with Senta Raizen) the Committee's report entitled Improving Indicators of the Stalin of Science and Mathe- matics Education in Grades K-12. His recent research has concerned the operation of teacher labor markets and the connections between education and the productivity of the work force. INGRAM OLKIN is professor of statistics and education at Stanford University, where he has served on the faculty since 1961. He received undergraduate training at the City College of New York, a master's degree in mathematical statistics from Columbia University, and a doctorate degree
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256 APPENDIX E in mathematical statistics from the University of North Carolina. He is a fellow of the Institute of Mathematical Statistics, the American Statistical Association, the Royal Statistical Society, and the International Statistical Institute. His research interests are in multivariate analysis and models in the behavioral, social, and educational sciences. He has served as president of the Institute of Mathematical Statistics, has served on editorial boards for numerous journals, and has served on many government panels. JOHN J. STIGLMEIER is director of the Information Center on Education in the New York State Education Department. In that position, he is responsible for the development of educational information systems as well as the analysis, interpretation, and dissemination of data relating to the state's educational enterprise. He participates actively in the Council of Chief State School Officers' Committee on Evaluation and Information Systems. Recently, he conducted a month-long seminar on educational statistics in the People's Republic of China. He received a B.S. in biology from Siena College, an M.S. in reading education from the State University of New York, Albany, and a Ph.D. in educational psychology from Forham University. ELLEN TENENBAUM, a public policy and survey research analyst, served as consultant to the panel. Her work at the National Research Council since 1981 has spanned studies concerning education and minerals statistics and energy and natural resources policy. She has a master's degree in public policy from the University of California at Berkeley.