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High Stakes: Testing for Tracking, Promotion, and Graduation (1999)

Chapter: Biographical Sketches

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Suggested Citation:"Biographical Sketches." National Research Council. 1999. High Stakes: Testing for Tracking, Promotion, and Graduation. Washington, DC: The National Academies Press. doi: 10.17226/6336.
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BIOGRAPHICAL SKETCHES

Robert M. Hauser (Chair) is the Vilas research and Samuel A. Stouffer professor of sociology at the University of Wisconsin at Madison. His current research includes the Wisconsin Longitudinal Study, data from which are used for studies of aging and life course and social stratification, and the Study of Trends in the Schooling of Black Americans, an effort to trace trends in school enrollment, aspirations, and attainment of black Americans from the 1940s to the 1980s. He is a member of the National Academy of Sciences. Dr. Hauser received a B.A. degree in economics from the University of Chicago and M.A. and Ph.D. degrees in sociology from the University of Michigan.

Allison M. Black is a research associate with the Board on Testing and Assessment (BOTA). Previously, she worked with the NAACP Legal Defense and Education Fund and the District of Columbia Public Schools. Ms. Black has a J.D. from Howard University School of Law.

Naomi Chudowsky is a senior program officer with the Board on Testing and Assessment. Previously, she worked for the Connecticut State Department of Education as coordinator of the state's high school student assessment program and for the U.S. Department of Education on the President's voluntary national testing initiative. Dr. Chudowsky has a Ph.D. in educational psychology from Stanford University.

Suggested Citation:"Biographical Sketches." National Research Council. 1999. High Stakes: Testing for Tracking, Promotion, and Graduation. Washington, DC: The National Academies Press. doi: 10.17226/6336.
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Marguerite Clarke, who served as a technical consultant to the committee, is a research associate with the National Commission on Testing and Public Policy, which is based in the Center for the Study of Testing, Evaluation and Educational Policy at Boston College. Ms. Clarke is a doctoral candidate in educational research, measurement, and evaluation at Boston College.

Lizanne DeStefano is an associate professor in educational psychology and director of the Bureau of Educational Research in the Department of Education at the University of Illinois, Urbana-Champaign. Her research interests and expertise include program evaluation and assessment of students with disabilities. Dr. DeStefano earned a Ph.D. degree in educational and school psychology from the University of Pittsburgh.

Pasquale J. DeVito is the director of the Office of Assessment and Information Services for the Rhode Island Department of Education. His research and expertise include educational research, measurement, and evaluation and related policy making. Dr. DeVito has a Ph.D. degree in educational research, measurement, and evaluation from Boston College.

Richard P. Durán is a professor in the Graduate School of Education at the University of California, Santa Barbara. His research interests and expertise include the learning, instruction, and assessment of language-minority students as well as the construction of culture through interaction. Dr. Durán has a Ph.D. degree in psychology from the University of California, Berkeley.

Michael J. Feuer is director of the Board on Testing and Assessment. His past positions include senior analyst and project director, U.S. Office of Technology Assessment, where he directed studies on testing and assessment, vocational education, and educational technology, and assistant professor, Department of Management and Organizational Sciences, at Drexel University. Dr. Feuer received M.A. and Ph.D. degrees from the University of Pennsylvania.

Jay P. Heubert, study director for the committee, is an associate professor of education at Teachers College, Columbia University, and an adjunct professor of law at Columbia Law School. From 1985 to 1998, he taught at Harvard University. His research and teaching focus on legal issues in

Suggested Citation:"Biographical Sketches." National Research Council. 1999. High Stakes: Testing for Tracking, Promotion, and Graduation. Washington, DC: The National Academies Press. doi: 10.17226/6336.
×

schools and postsecondary institutions. Dr. Heubert holds J.D. and Ed.D. degrees in school administration, both from Harvard University.

Jennifer Hochschild is a professor of politics and public affairs in the Politics Department and the Woodrow Wilson School of Public and International Affairs at Princeton University. Her research interests and expertise include the intersection of racial, economic, and political conflicts in such areas as public education, political beliefs, and urban poverty. Dr. Hochschild has a Ph.D. degree from Yale University.

Viola C. Horek is administrative associate of the Board on Testing and Assessment. Before joining the board, she worked at the Board on Agriculture and the Committee on Education Finance at the National Research Council. Previously, she worked for the city of Stuttgart, Germany, as an urban planner and for the U.S. Department of Defense in Germany. Ms. Horek received an M.A. degree in architecture and urban planning from the University of Stuttgart.

Stephen P. Klein is a senior research scientist with the RAND Corporation, where he directs policy research studies in the fields of education, health, and criminal justice. He also serves as a consultant to several professional licensing and certification boards on matters relating to testing and assessment. Dr. Klein has a Ph.D. degree in industrial psychology from Purdue University.

Sharon Lewis is the director of research for the Council of the Great City Schools. As director of research, she is responsible for developing and maintaining a research program that articulates the status, needs, attributes, operation, and challenges of urban public schools and the children whom they serve. Ms. Lewis has a M.A. degree in educational research from Wayne State University.

Robert L. Linn is a distinguished professor in the School of Education at the University of Colorado at Boulder and the current chair of the Board on Testing and Assessment. His research and expertise include applied and theoretical problems in educational and psychological measurement. Dr. Linn has a Ph.D. degree in psychological measurement from the University of Illinois, Urbana-Champaign.

Suggested Citation:"Biographical Sketches." National Research Council. 1999. High Stakes: Testing for Tracking, Promotion, and Graduation. Washington, DC: The National Academies Press. doi: 10.17226/6336.
×

Lorraine M. McDonnell is a professor of political science and education at the University of California, Santa Barbara. Her research and expertise include the design and implementation of educational reform initiatives, the politics of student testing, and the development and use of educational accountability systems. Dr. McDonnell has a Ph.D. degree in political science from Stanford University.

Samuel Messick is a distinguished research scientist with the Educational Testing Service. His research and expertise include test use, validity, and the ethics of assessment. Dr. Messick has a Ph.D. degree in psychology from Princeton University.

Edward Miller, who served as consulting editor to the committee, is an education writer, editor, and policy analyst. As editor of the Harvard Education Letter, he twice won the distinguished achievement award of the Educational Press Association of America. He has taught writing at Harvard University, is the publisher of two small-town newspapers in Massachusetts, and is currently writing a book about the uses and misuses of technology in education.

Patricia Morison is director of the Board on International Comparative Studies in Education and senior program officer with the Board on Testing and Assessment. She served as study director for Educating One and All, the NRC 1997 study of students with disabilities and standards-based reform. Previously, she was at the U.S. Office of Technology Assessment. Dr. Morison has an Ed.M. degree from Harvard and a Ph.D. degree in psychology from the University of Minnesota.

Ulric Neisser is a professor of psychology at Cornell University. His research and expertise include attention, memory, intelligence, and the self-concept. He is a member of the National Academy of Sciences. Dr. Neisser has a Ph.D. degree from Harvard University.

Andrew C. Porter is the director of the Wisconsin Center for Education Research, codirector of the National Institute for Science Education, and professor of educational psychology at the University of Wisconsin, Madison. His research and expertise include teaching, education policy analysis, student and teacher assessment, and psychometrics, especially the problem of measuring change. Dr. Porter has a Ph.D. degree in educational psychology from the University of Wisconsin at Madison.

Suggested Citation:"Biographical Sketches." National Research Council. 1999. High Stakes: Testing for Tracking, Promotion, and Graduation. Washington, DC: The National Academies Press. doi: 10.17226/6336.
×

Audrey L. Qualls is an associate professor of educational measurement and statistics at the University of Iowa. Her research and expertise include development of culturally relevant classroom assessments and the development of integrated assessments for large-scale use at the primary grades. Dr. Qualls has a Ph.D. degree in educational measurement and statistics from the University of Iowa.

Paul R. Sackett is a professor of psychology at the University of Minnesota, Minneapolis. He also serves as the cochair of the Joint Committee for the Revision of the Standards for Educational and Psychological Testing of the American Educational Research Association, the American Psychological Association, and the National Council on Measurement in Education. Dr. Sackett has a Ph.D. degree in industrial/organizational psychology from Ohio State University.

Kimberly D. Saldin is a senior project assistant with the Board on Testing and Assessment. She previously worked as a financial assistant for the Institute of Medicine. Ms. Saldin received a B.S. degree in business administration and English from Mary Washington College.

Catherine E. Snow is the Henry Lee Shattuck professor of education at the Harvard Graduate School of Education. Her research and expertise include language and literacy acquisition in children, including especially children from low-income families, non-mainstream cultural groups, and second-language learners. Dr. Snow has a Ph.D. degree in psychology from McGill University, Montreal, Quebec.

William T. Trent is an associate chancellor and a professor of educational policy studies and sociology at the University of Illinois, Urbana-Champaign. His principal area of research is the sociology of education, focusing on issues of inequality, race and ethnicity, and gender. Dr. Trent has a Ph.D. degree in sociology from the University of North Carolina, Chapel Hill.

Suggested Citation:"Biographical Sketches." National Research Council. 1999. High Stakes: Testing for Tracking, Promotion, and Graduation. Washington, DC: The National Academies Press. doi: 10.17226/6336.
×
Page 308
Suggested Citation:"Biographical Sketches." National Research Council. 1999. High Stakes: Testing for Tracking, Promotion, and Graduation. Washington, DC: The National Academies Press. doi: 10.17226/6336.
×
Page 309
Suggested Citation:"Biographical Sketches." National Research Council. 1999. High Stakes: Testing for Tracking, Promotion, and Graduation. Washington, DC: The National Academies Press. doi: 10.17226/6336.
×
Page 310
Suggested Citation:"Biographical Sketches." National Research Council. 1999. High Stakes: Testing for Tracking, Promotion, and Graduation. Washington, DC: The National Academies Press. doi: 10.17226/6336.
×
Page 311
Suggested Citation:"Biographical Sketches." National Research Council. 1999. High Stakes: Testing for Tracking, Promotion, and Graduation. Washington, DC: The National Academies Press. doi: 10.17226/6336.
×
Page 312
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High Stakes: Testing for Tracking, Promotion, and Graduation Get This Book
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Everyone is in favor of "high education standards" and "fair testing" of student achievement, but there is little agreement as to what these terms actually mean. High Stakes looks at how testing affects critical decisions for American students. As more and more tests are introduced into the country's schools, it becomes increasingly important to know how those tests are used--and misused--in assessing children's performance and achievements.

High Stakes focuses on how testing is used in schools to make decisions about tracking and placement, promotion and retention, and awarding or withholding high school diplomas. This book sorts out the controversies that emerge when a test score can open or close gates on a student's educational pathway. The expert panel:

Proposes how to judge the appropriateness of a test. Explores how to make tests reliable, valid, and fair. Puts forward strategies and practices to promote proper test use. Recommends how decisionmakers in education should--and should not--use test results. The book discusses common misuses of testing, their political and social context, what happens when test issues are taken to court, special student populations, social promotion, and more.

High Stakes will be of interest to anyone concerned about the long-term implications for individual students of picking up that Number 2 pencil: policymakers, education administrators, test designers, teachers, and parents.

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