Dr. Carl Cohn - (Co-Chair)
Claremont Graduate University
Carl Cohn is co-director of the Urban Leadership Program and clinical professor of Urban School Leadership at Claremont Graduate University. Most recently, he served as superintendent of schools in San Diego Unified School District. Prior to that assignment, he worked as Clinical Professor at the University of Southern California and Federal Court monitor for the special education consent decree in the Los Angeles school system. From 1992-2002, he headed the Long Beach Unified School District. His tenure in Long Beach culminated with his winning the McGraw Prize in 2002 and the district winning the Broad Prize in 2003. Cohn has worked as a faculty advisor for both the Broad Superintendents Academy and the Harvard Urban Superintendents Program. He also serves on the boards of the American College Testing , Inc. (ACT), the Freedom Writers Foundation, the Center for Reform of School Systems, and EdSource. He recently served on the NRC Committee on Independent Evaluation of DC Public Schools. His academic degrees include a B.A. in philosophy from St. John’s College, a M.A. in counseling from Chapman University, and an Ed.D. in administrative and policy studies from UCLA.
Dr. Lorraine M. McDonnell - (Co-Chair)
University of California, Santa Barbara
Lorraine M. McDonnell is a professor of political science at the University of California Santa Barbara. Her research focuses on the politics of student testing, the design and implementation of educational reform initiatives, and the institutions of educational governance. She was the 2008-09 president of the American Educational Research Association. Dr. McDonnell was co-vice chair of the NRC's Board on Testing and Assessment, and has served on numerous NRC committees. Recently she served on the Division Committee for the Behavioral and Social Sciences and Education, and the Committee on Independent Evaluation of DC Public Schools. She also served as the chair of the steering committee on State Standards in Education, co-chair of the Committee on the U.S. Naturalization Test Redesign and the Committee on Goals 2000 and Students with Disabilities. She has a Ph.D. in political science from Stanford University, and was named a National Associate of the National Academies in 2003.
Dr. Mark Dynarski
Mark Dynarski is a researcher with Pemberton Research, LLC. He was the former vice president and director of the Center for Improving Research Evidence (CIRE) at Mathematica from 1988 to 2010. His research interests focus on evidence based policy, educational policy, school dropout programs, 21st century after-school programs, and educational technology. His expertise is in econometrics and evaluation methodology, including the design, implementation and analysis of evaluations of education programs using random assignment and quasi-experimental design. Dr. Dynarski is currently on the NRC Committee on the Evaluation Framework for Successful K-12 STEM Education, the Committee on Workshop on Key National Education Indicators, and the Board on Testing and Assessment. Previously he was on the Committee on Evaluation of the Impact of Teacher Certification by the National Board for Professional Teaching Standards. Dr. Dynarski received his Ph.D. in economics from Johns Hopkins University.
Dr. David N. Figlio
David N. Figlio is director and faculty fellow of the Institute for Policy Research at Northwestern University. He is also Orrington Lunt professor of education and social policy, and professor of human development and social policy and economics at Northwestern. He conducts research on a wide range of educational and tax issues from school accountability and standards to welfare policy and policy design. His current research projects involve evaluating the Florida Corporate Tax Credit Scholarships Program, the largest school-voucher program in the United States; conducting a large-scale study of school accountability in Florida, using a state census of public school principals; and following children from birth through their school career to study key questions regarding early childhood policy and inequality. He is leading a National Science Foundation sponsored national network to facilitate the use of matched administrative datasets to inform and evaluate education policy. Figlio is a research associate at the National Bureau of Economic Research and a member of the executive board of the National Center for the Analysis of Longitudinal Data in Education Research. He served as the inaugural editor of the Association for Education Finance and Policy's journal, Education Finance and Policy (MIT Press), and currently serves as co-editor of the Journal of Human Resources and Associate Editor of the American Economic Journal: Economic Policy, Journal of Urban Economics, Education Finance and Policy, and Public Finance Review. He has been part of many national education task forces and panels, such as the National Research Council's Committee on Test Design for K-12 Science Achievement and advised several U.S. states and foreign nations on the design, implementation, and evaluation of educational policies. Dr. Figlio received his Ph.D. in economics from the University of Wisconsin-Madison.
Ms. Sharon J. Lewis
Council of the Great City Schools
Sharon J. Lewis is the director of research for the Council of the Great City Schools in Washington, D.C. She directs the Council’s research program, which contributes to the organization’s efforts to improve teaching and learning in the nation’s urban schools as well as help develop education policy. She has previously worked as a national education consultant. Earlier, she was assistant superintendent of research, development and coordination, with the Detroit Public Schools, where she retired. She has extensive experience with the NRC, and is currently a member of the Committee on the Evaluation Framework for Successful K-12 STEM Education, and a member of the Board on Testing and Assessment. Lewis earned an M.A. in educational research from Wayne State University.
Dr. Susanna Loeb
Susanna Loeb is the Barnett Family professor of education at Stanford University, faculty director of the Center for Education Policy Analysis, and a co-director of Policy Analysis for California Education (PACE). She specializes in the economics of education and the relationship between schools and federal, state and local policies. Her research addresses teacher policy, looking specifically at how teachers' preferences affect the distribution of teaching quality across schools, how pre-service coursework requirements affect the quality of teacher candidates, and how reforms affect teachers' career decisions. She also studies school leadership and school finance, for example looking at how the structure of state finance systems affects the level and distribution of resources across schools. Susanna is a senior fellow at the Stanford Institute for Economic Policy Research, a faculty research fellow at the National Bureau of Economic Research, a member of the Policy Council of the Association for Policy Analysis and Management, and Co-Editor of Educational Evaluation and Policy Analysis. Her most recent work with the NRC was on the Committee on Incentives and Test-based Accountability. She received her Ph.D. in economics from the University of Michigan.
Dr. C. Kent McGuire
Southern Education Foundation
C. Kent McGuire is president and CEO of the Southern Education Foundation. From 2003-2010, he served as dean of the College of Education and professor in the Department of Educational Leadership and Policy Studies at Temple University. Previously, he was senior vice president at Manpower Demonstration Research Corporation, where his responsibilities included leadership of the education, children, and youth division. From 1998 to 2001, Dr. McGuire served in the Clinton administration as assistant secretary of education, focusing on research and development. Earlier, he was an education program officer at the Pew Memorial Trust and at the Eli Lilly Endowment. Dr. McGuire's current research interests focus on education administration and policy and organizational change. He has been involved in a number of evaluation research initiatives on comprehensive school reform, education finance and school improvement. He has written and coauthored various policy reports, monographs, book chapters, articles, and papers in professional journals. He is currently a member of the NRC Committee on Defining Deeper Learning and 21st Century Skills. Recently he was a member of the NRC Committee on Independent Evaluation of DC Public Schools and the Center for Education Advisory Board. He received his masters degree in education administration and policy from Teachers College, Columbia University, and his doctorate in public administration from the University of Colorado at Boulder in 1991.
Ms. Jenny Nagaoka
The University of Chicago
Jenny Nagaoka is the project director of the Chicago Postsecondary Transition Project, which is based at the School of Social Service Administration at the University of Chicago and is a sponsored project of the University of Chicago Consortium on Chicago School Research (CCSR). Prior to this project, she was the project director of the Chicago Public School’s Student Development Planning Initiative, a joint project with the University of Chicago and the Chapin Hall Center for Children. Her current work focuses on the preparation, skills, and support that students need to successfully make the transition from high school to college. Previously, Nagaoka was a research analyst at UChicago CCSR, where she studied the quality of classroom instruction and an evaluation of Chicago Public School's summer program. Nagaoka received her B.A. from Macalester College and her master of public policy degree from the Irving B. Harris School of Public Policy at the University of Chicago.
Dr. Marion Orr
Marion Orr is the director of the A. Alfred Taubman Center for Public Policy and American Institutions and the Fred Lippitt professor of public policy, political science and urban studies at Brown University. He previously was a member of the political science faculty at Duke University. His research interests include American government and politics, urban politics, community organizing, urban public policy, and the politics of urban schools. He is the author of Black Social Capital: The Politics of School Reform in Baltimore (University Press of Kansas), which won the Policy Studies Organization's Aaron Wildavsky Award for the best book published in 1999, and The Color of School Reform: Race, Politics and the Challenge of Urban Education (Princeton University Press), which was named the best book in 1999 by the American Political Science Association's (APSA) Urban Politics Section. A native of Savannah, Georgia, he earned his M.A. in political science from Atlanta University (now Clark-Atlanta University), and a Ph.D. in government and politics from the University of Maryland, College Park.
Dr. Diana C. Pullin
Diana C. Pullin is professor of educational leadership and higher education at Boston College. She also coordinates the Joint Degree Program in Law and Education at the Law School and the Lynch School of Education at the University. She has served as dean of the School of Education at Boston College and as associate dean of the College of Education at Michigan State University. The relationship between law and education in the pursuit of equality of educational opportunity and educational excellence has always been the cornerstone of Pullin's work as a practicing attorney, scholar, and teacher. She has also made contributions to the development and implementation of ethical and professional standards of practice in education. She has served as a member on NRC panels addressing issues concerning minority students in special education and gifted education, the impact of standards-based education reform on students with disabilities and, the pursuit of educational excellence and testing equity. These panels include the Committee on Best Practices for State Assessment Systems: Improving Assessment While Revisiting Standards; Committee to Respond to the Department of Education Race to the Top Proposal; and the Committee on Minority Representation in Special Education. She is currently a member of the Board on Testing and Assessment. Pullin received her J.D. degree and Ph.D. in education from the University of Iowa.
Dr. Stephen W. Raudenbush
The University of Chicago
Stephen W. Raudenbush is the Lewis-Sebring distinguished service professor in the Department of Sociology at the University of Chicago and chairman of the Committee on Education. He is a leading scholar on quantitative methods for studying child and youth development within social setting such as classrooms, schools, and neighborhoods. He is best known for his work on developing hierarchical linear modes, with broad applications in the design and analysis of longitudinal and multilevel research. Raudenbush has been the scientific director of the Project on Human Development in Chicago Neighborhoods, an ambitious study of how family, neighborhood and school settings shape the academic learning, social development, mental health and exposure to violence of children growing up in Chicago. He is currently studying the impact of residential and school mobility on student learning and developing new measures of school and classroom quality. He is a member of the American Academy of Arts and Sciences, a member of the National Academy of Sciences, and the recipient of the American Educational Research Association award for distinguished contributions to educational research. He has been on a number of NRC panels including most recently the Committee on the Impact of Mobility and Change on the Lives of Young Children, Schools, and Neighborhoods: A Workshop; and the CFE Advisory Board. He received an Ed.D in policy analysis and evaluation research from Harvard University.