David Francis (Chair) is the Hugh Roy and Lillie Cranz Cullen Distinguished University Chair of Quantitative Methods and former chairman of the Department of Psychology (2002–2014) at the University of Houston, where he also serves as director of the Texas Institute for Measurement, Evaluation, and Statistics (TIMES) and co-director of the Center for Advanced Computing and Data Systems (CACDS). He is a fellow of Division 5 (Measurement, Evaluation, and Statistics) of the American Psychological Association, an inaugural fellow of the American Educational Research Association, and a fellow of the Association for Psychological Science. He was the chair of the Board on Testing and Assessment at the National Academies of Sciences, Engineering, and Medicine and has served on several consensus studies, including the Committee on Developmental Outcomes and Assessment of Young Children and most recently on the Committee on the Evaluation of NAEP Achievement Levels. Since early 2000, his research has focused on English language learners, including directing a National Research and Development Center funded by the Institute of Education Sciences (IES) along with several large, federally funded individual and program projects. He was a recipient of the 2006 Albert J. Harris Award from the International Reading Association, and received the University of Houston’s Teaching Excellence Award, Excellence in Research and Scholarship Award, and Esther Farfel Award. He received his Ph.D. in clinical-neuropsychology from the University of Houston with a specialization in quantitative methods.
Alison Bailey is professor of human development and psychology at the University of California, Los Angeles, working on issues germane to children’s linguistic, social, and educational development. Her areas of research include first and second language acquisition, early literacy development, and academic language pedagogy and assessment. She has most recently published in Annual Review of Applied Linguistics, Teachers College Record, Educational Researcher, Journal of Mathematical Behavior, and Review of Research in Education. She is principal investigator of the Dynamic Language Learning Progressions project supported by the Wisconsin Center for Education Research. Her co-authored recent books include Children’s Multilingual Development and Education: Fostering Linguistic Resources in Home and School Contexts; Language, Literacy, and Learning in the STEM Disciplines: How Language Counts for English Learners; Self-Regulation in Learning: The Role of Language and Formative Assessment; and Progressing Student Language Day by Day. She is a faculty research partner at the National Center for Research on Evaluation, Standards, and Student Testing (CRESST) and is a member of the NAEP Standing Committee on Reading and the National Council on Measurement in Education Task Force on Classroom Assessment. She received her Ed.D. in human development and psychology at Harvard University.
Hyman Bass (NAS) is the Samuel Eilenberg Distinguished University Professor of Mathematics and Mathematics Education at the University of Michigan. He previously taught in the Columbia University mathematics department, which he once chaired. His mathematical work is mainly in commutative homological algebra, algebraic K-theory, and geometric group theory. He has held visiting appointments in many countries and extensively in India and France, where he collaborated with N. Bourbaki. In the 1990s he was enlisted by Deborah Ball to study the mathematics in elementary classrooms, in part to develop a practice-based theory of the mathematical knowledge demanded by the work of teaching. Currently he is interested in mathematical practices (and their relation to science practices), specifically in how mathematicians’ problem-solving/theory-building duality could have a meaningful expression in school mathematics. He is also exploring ways to make mathematics instruction more equitable and inclusive. He is a member of the National Academy of Sciences, American Academy of Arts and Sciences, Third World Academy of Sciences, and National Academy of Education. He is past president of the American Mathematical Society and of the International Commission on Mathematical Instruction. He received the U.S. National Medal of Science in 2007. He received his Ph.D. in mathematics from the University of Chicago.
Cory Buxton is a professor in the College of Education at Oregon State University. Before moving to OSU, he was the University of Georgia (UGA) Athletic Association Professor of Education in the Department of Educational Theory and Practice (Middle Grades Education) at UGA. He also held faculty appointments at the University of New Orleans and the University of Miami. Before becoming a teacher educator and educational researcher, he was a Peace Corps volunteer in Guatemala and a middle school and high school science and ESOL teacher in New Orleans and Colorado. His research promotes more equitable science learning opportunities for all students and especially for emergent bilingual learners. His most recent work focuses on creating spaces where students, parents, teachers, and researchers can engage together as co-learners while strengthening their academic relationships, knowledge of science and engineering practices, and ownership of the language of science. His research has been funded by the National Science Foundation, the U.S. Department of Education, and several private foundations. He received his Ph.D. in science education at the University of Colorado Boulder.
Kathryn Chval is the Joanne H. Hook Dean’s Chair in Educational Renewal, dean of the College of Education, and professor of mathematics education at the University of Missouri. Prior to joining the University of Missouri in 2003, she was the acting section head for the Teacher Professional Continuum Program in the Division of Elementary, Secondary and Informal Science at the National Science Foundation (NSF). She worked at the University of Illinois at Chicago from 1989–2001 after leaving her position as a 3rd-grade teacher. She has directed or co-directed research teams that received nearly $21 million in funding and was funded continuously by the NSF from 1995 to 2016. Additionally, she is the recipient of the NSF Early Career Award and the Association of Mathematics Teacher Educators (AMTE) Early Career Award. Her research focuses on effective preparation models and support structures for teachers, effective elementary mathematics teaching for English language learners, and curriculum standards and policies. She earned her Ph.D. at the University of Illinois at Chicago.
Marta Civil is a professor of mathematics education and the Roy F. Graesser Endowed Chair in the Department of Mathematics at the University of Arizona. Her research focuses on cultural, social, and language aspects in the teaching and learning of mathematics, linking in-school and out-of-school mathematics, and parental engagement in mathematics. She led several NSF-funded initiatives involving children, teachers, and parents, including Girls in the SYSTEM (Sustaining Youth in Science, Technology, Engineering and Mathematics), MAPPS (Math and Parent Partnerships in the Southwest), and CEMELA (Center for the Mathematics Education of
Latinos/as). She primarily teaches mathematics and mathematics education courses for preservice and practicing teachers and graduate courses on research in mathematics education. She received her Ph.D. in mathematics education from the University of Illinois at Urbana–Champaign.
Christine Cunningham is a vice president at the Museum of Science in Boston where she works to make engineering and science more relevant, accessible, and understandable, especially for underserved and underrepresented populations. As the founding director of Engineering is Elementary (EiE), she has developed engineering curricula for preschool through middle school students and professional development for their teachers. She previously served as director of the Tufts University Center for Engineering Educational Outreach, where her work focused on integrating engineering with science, technology, and math in professional development for K–12 teachers. She also directed the Women’s Experiences in College Engineering (WECE) project, the first national, longitudinal, large-scale study of the factors that support young women pursuing engineering degrees. She is a fellow of the American Society for Engineering Education and has been recognized with the K–12 and Pre-College Division Lifetime Achievement Award. She also was awarded the 2014 International Society for Design and Development in Education Prize and the 2015 IEEE Pre-University Educator Award. She received her Ph.D. in science education, curriculum, and instruction from Cornell University.
Kenne Dibner is a program officer with the Board on Science Education. Prior to this position, she worked as a research associate at Policy Studies Associates, Inc., where she conducted evaluations of education policies and programs for government agencies, foundations, and school districts. Most recently, she concluded an evaluation of a partnership with the U.S. Department of Education, National Park Service, and Bureau of Indian Education to provide citizen science programming to tribal youth. Previously, she worked as a research consultant with the Center on Education Policy and served as a legal intern for the U.S. House of Representatives’ Committee on Education and the Workforce. She has a Ph.D. in education policy from Michigan State University.
Leslie Herrenkohl is a professor of educational studies as the University of Michigan. Before moving to Michigan, she was the co-director of the 3DL Partnership and professor in the College of Education at the University of Washington. Her research seeks to understand the contextual and social features of learning environments and their impact on participants’ learning and development. She has conducted research on children’s school sci-
ence learning in diverse urban settings across the United States, with many racial, ethnic, and linguistic groups represented. Her work investigates the pedagogical dilemmas that teachers face when engaging elementary and middle school students in scientific inquiry and the practices that the teachers developed to support students’ learning around the most challenging aspects of inquiry. Through the 3DL Partnership, collaborations among researchers, local PreK–12 schools, youth organizations, and families provide innovative, community-based solutions to help young learners acquire skills, competencies, and resilience. She received her Ph.D. in developmental psychology from Clark University.
Megan Hopkins is an assistant professor of education studies at the University of California, San Diego (UCSD). Before joining UCSD, she held faculty appointments at The Pennsylvania State University and University of Illinois at Chicago. Her research explores how to organize schools and school systems for equity, particularly for English learners and immigrant students. Her current work uses mixed methods, including social network analysis, to examine how organizational structures, norms, and beliefs, influence policy implementation and teachers’ professional learning in bi/multilingual contexts. Her research has been funded by the U.S. Department of Education’s Office of English Language Acquisition, Spencer Foundation, and W.T. Grant Foundation. Her scholarship has appeared in journals that include American Educational Research Journal, Educational Policy, Educational Researcher, and Journal of Teacher Education. She is co-editor of Forbidden Language: English Learners and Restrictive Language Policies and School Integration Matters: Research-Based Strategies to Advance Equity. In 2012, she received the Dissertation of the Year Award from the Bilingual Education Research Special Interest Group of the American Educational Research Association. In 2016, she was selected as a National Academy of Education/Spencer Foundation Postdoctoral Fellow. She is also a member and fellow of the Working Group on ELL Policy. She received her Ph.D. in education at the University of California, Los Angeles.
Margaret Kelly is a senior program assistant for the Board on Children, Youth, and Families and the Board on Science Education at the National Academies of Science, Engineering, and Medicine. She has more than 20 years of experience working in the administrative field. She has worked for the private sector, federal government, and nonprofit organizations to include American University, Catholic University, the Census Bureau, International Franchise Association, the Department of Defense, and the University of the District of Columbia. She has received numerous professional honors and awards throughout her career.
Okhee Lee is a professor of childhood education at New York University Steinhardt and previously taught in the School of Education at the University of Miami. Her research areas include science education, language and culture, and teacher education. She is currently leading collaborate research to develop instructional materials aligned with the Next Generation Science Standards (NGSS) to support the language development of elementary students, including English learners. She is also leading collaborative research with MIT and Vanderbilt University to integrate computational thinking and modeling in NGSS-aligned instructional materials. She was a member of the writing team to develop the NGSS and leader for the NGSS Diversity and Equity Team through Achieve Inc. She was also a member of the Steering Committee for the Understanding Language Initiative at Stanford University. She was a 2009 fellow of the American Educational Research Association (AERA), received the Distinguished Career Award from the AERA Scholars of Color in Education in 2003, and was awarded a 1993–1995 National Academy of Education Spencer postdoctoral fellowship. She received her Ph.D. in educational psychology from Michigan State University.
Suzanne Le Menestrel is a senior program officer with the Board on Children, Youth, and Families at the National Academies of Sciences, Engineering, and Medicine, where her responsibilities have included directing three consensus studies focused on children and adolescents birth to age 18. Prior to her tenure with the National Academies, she was founding national program leader for youth development research at 4-H National Headquarters. Before that, she served as research director in the Academy for Educational Development’s Center for Youth Development and Policy Research and was a research associate at Child Trends. She was a founder of the Journal of Youth Development: Bridging Research and Practice and chaired its publications committee. She has published in numerous refereed journals, sits on the editorial board of Applied Developmental Science, and is an invited member of a research advisory group for the American Camp Association. She received the 2012 Outstanding Leadership and Service to the Extension Evaluation Profession award from the American Evaluation Association. She holds a Ph.D. in human development and family studies from The Pennsylvania State University.
Judit Moschkovich is professor of mathematics education at the University of California at Santa Cruz. Her research uses sociocultural approaches to study mathematical thinking and learning, mathematical discourse, and language issues in mathematics education. Her research has focused on the transition from arithmetic to algebraic thinking, mathematical discourse, and learning/teaching mathematics in classrooms with students who are
bilingual, Latino/a, and/or learning English. She was co-principal investigator for the Center for the Mathematics Education of Latinos/as (CEMELA) and is a founding partner of the Understanding Language initiative. She has served on the editorial panel for the Journal for Research in Mathematics Education, review board for the Journal for the Learning Sciences, and chair for the AERA SIG-Research in Mathematics Education. She served as co-editor of the Canadian Journal for Science, Mathematics, and Technology Education special issue “Equitable access to participation in mathematical discussions: Looking at students’ discourse, experiences, and perspectives” and as member of the editorial panel for a special issue on equity of the Journal for Research in Mathematics Education. She currently serves on the editorial boards for the Journal of the Learning Sciences, Cognition and Instruction, and the Journal of Mathematical Behavior. She is a fellow of the American Education Research Association (AERA) and received a NAED/Spencer postdoctoral fellowship. She received her Ph.D. from the Department of Education in Mathematics, Science, and Technology (EMST) at the University of California, Berkeley.
K. Renae Pullen is a member of the National Academies Teacher Advisory Council. She has been an educator in Caddo Parish Public Schools, Louisiana, for more than 17 years. Currently, she is the K–6 science curriculum instructional specialist for Caddo Parish. She previously taught 3rd and 4th grades at Herndon Magnet and Riverside Elementary in Shreveport, and she has been an adjunct professor at Louisiana Technical University (teacher leadership) and Louisiana State University-Shreveport (elementary science methods). She has received numerous awards and honors including Walmart Local Teacher of the Year, Caddo Parish Elementary Teacher of the Year, a Fund for Teachers fellowship to study in Spain, a National Endowment for the Humanities fellowship to study the American skyscraper in Chicago, numerous grants to support science, technology, engineering, and mathematics (STEM) instruction, and the Presidential Award for Excellence in Science and Mathematics Teaching. She has served on local, state, and national committees and presented at numerous district, state, and national workshops and conferences. In 2011, she participated in the White House Champions of Change Event: Women & Girls in STEM. She has an M.Ed. in educational leadership from Louisiana State University in Shreveport, and she is certified as a Teacher Leader by the State of Louisiana.
María Santos is the co-chair and senior advisor for leadership at Understanding Language and director for school and district services in the Comprehensive School Assistance Program at WestEd. From 2010–2014, she served as deputy superintendent for instruction, leadership, and equity-in-action at the Oakland Unified School District and was named a 2014
“Leaders To Learn From” leader by Education Week. Until 2010, she was the senior instructional manager and superintendent for the Office of English Language Learners in the New York City Department of Education. Before going to New York City, she spent 20 years in the San Francisco Unified School District (SFUSD). As an associate superintendent, she supervised the development of major instructional improvement initiatives, such as SFUSD’s Professional Development Initiative and gained SFUSD the recognition of an Exemplary Site by the U.S. Department of Education’s National Award for Professional Development. She received her M.S. in educational administration from San Francisco State University.
Mary Schleppegrell is professor of education at the University of Michigan. A linguist, she uses systemic functional linguistics to explore meaning in language in ways that illuminate issues in education, with a focus on students for whom English is a second or additional language. Her recent Institute of Education Sciences-funded research with Annemarie Palincsar explored ways of supporting English learners in elementary school through use of metalanguage that brings a focus on meaning to discussion about language in the texts students read and write. She has investigated the linguistic challenges of learning in science, engineering, and mathematics classrooms for 20 years, with publications in Environmental Education Research, Research in the Teaching of English, Reading and Writing Quarterly, and For the Learning of Mathematics, as well as in numerous book chapters for researchers and teachers. Her books include The Language of Schooling, Developing Advanced Literacy in First and Second Languages (co-edited with Cecilia Colombi), Reading in Secondary Content Areas (with Zhihui Fang), and Focus on Grammar and Meaning (with Luciana de Oliveira). She received her Ph.D. in linguistics from Georgetown University.
Guillermo Solano-Flores is professor of education in the Stanford University Graduate School of Education. He specializes in educational assessment and the linguistic and cultural issues that are relevant to both international test comparisons and the testing of cultural and linguistic minorities. His research is based on the use of multidisciplinary approaches that use psychometrics, sociolinguistics, semiotics, and cognitive science in combination. He has conducted research on the development, translation, localization, and review of science and mathematics tests. He has been principal investigator in several NSF-funded projects that have examined the intersection of psychometrics, semiotics, and linguistics in testing. He is the author of the theory of test translation error, which addresses testing across cultures and languages. He has investigated the use of generalizability theory—a psychometric theory of measurement error—in the testing of English language learners and indigenous populations. Current research projects examine
academic language and testing, formative assessment practices for culturally diverse science classrooms, and the design and use of illustrations in international test comparisons and in the testing of English language learners. He received his Ph.D. in education with an emphasis in methodology and measurement form the University of California, Santa Barbara.
Amy Stephens (Study Director) is a program officer for the Board on Science Education of the National Academies of Sciences, Engineering, and Medicine. She is also an adjunct professor for the Southern New Hampshire University Psychology Department, teaching graduate-level online courses in cognitive psychology and statistics. She was the study director for the workshop on Graduate Training in the Social and Behavioral Sciences. She has an extensive background in behavioral and functional neuroimaging techniques and has examined a variety of different populations spanning childhood through adulthood. She has worked at the Center for Talented Youth (CTY) on producing cognitive profiles of academically talented youth in an effort to develop alternative methods for identifying such students from underresourced populations. Additionally, she has explored the effects of spatial skill training on performance in math and science classes as well as overall retention rates within science, technology, engineering, and mathematics (STEM)-related fields for students entering the engineering program at Johns Hopkins University. She holds a Ph.D. in cognitive neuroscience from Johns Hopkins University.
Heidi Schweingruber is the director of the Board on Science Education at the National Academies of Science, Engineering, and Medicine. She has served as study director or co-study director for a wide range of studies, including those on revising national standards for K–12 science education, learning and teaching science in grades K–8, and mathematics learning in early childhood. She also co-authored two award-winning books for practitioners that translate findings of National Academies’ reports for a broader audience, on using research in K–8 science classrooms and on information science education. Prior to joining the National Academies, she worked as a senior research associate at the Institute of Education Sciences in the U.S. Department of Education. She also previously served on the faculty of Rice University and as the director of research for the Rice University School Mathematics Project, an outreach program in K–12 mathematics education. She has a Ph.D. in psychology (developmental) and anthropology and a certificate in culture and cognition, both from the University of Michigan.
Tiffany Taylor is a research associate for the Board on Science Education at the National Academies of Sciences, Engineering, and Medicine. Prior to this position, she was a Christine Mirzayan Science and Technology Policy
Fellow at the National Academies. As a Mirzayan Fellow, she also worked with the Board on Science Education providing research support across various projects. In addition to her commitment to academic research, she is concerned about the legacy of science education and its inclusion of persons of diverse backgrounds. Throughout her graduate tenure, she tutored and mentored underserved youths to encourage their pursuit of studies and careers in STEM. As a member of the Graduate Student Association Lobby Corps, she advocated for state support to accommodate recruitment and retention of renowned faculty, and support for building infrastructure and maintenance. She received a doctorate degree in biomedical sciences from the University of California, San Diego.