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Jennifer Adams (jennifer.adams@stanford.edu) is assistant professor of education at the Stanford University. She studies children’s schooling and social welfare in China. Her research focuses on the community and school contexts in which children learn and develop, particularly in China’s rural areas. Since 1998, she has worked on the Gansu Survey of Children and Families, a longitudinal research project that investigates family, school, and community factors that support children’s education and healthy development in rural, northwest China. She is also working on other research including an analysis of Chinese educational policy trends and an examination of sending and receiving communities for migrant children. Adams received her doctorate in education in 2005 from Harvard University. Recent publications include “Community Matters in China” (Research in the Sociology of Education, 2006) and “Trends in Children’s Social Welfare in China: Access to Health Insurance and Education” (with Emily Hannum, China Quarterly, 2005). In addition to her experience as a researcher in China, Adams also has five years of experience teaching in Greater China.
Anthony Bryk (abryk@stanford.edu) holds the Spencer Chair in Organizational Studies in the School of Education and the Graduate School of Business at Stanford University. In his former position at the University of Chicago, he was the Founding Director of the Consortium on Chicago School Research (CCSR) which developed a national representation for its twin mission of conducting high quality research on urban school reform coupled with an activist public informing about these research findings. His main areas of expertise are school organization, education reform, accountability, assessment, and educational statistics. Dr. Bryk's current research focuses on the organizational redesign of schools and school systems and the integration of technology into the work of schools. He teaches courses at both Schools, including Advanced Statistical Methods, Hierarchical Linear Models (HLM), and courses related to organizational change and leadership.
Martin Carnoy (carnoy@stanford.edu) is a labor economist with a special interest in the relation between the economy and the educational system. To this end, he studies historical and comparative international educational systems. With the recent globalization of the labor force and unprecedented shifts in U.S. domestic demand for cognitive skills, Dr. Carnoy is evaluating the possibility of rapid educational reform and its effect on the labor force.
Linda Darling-Hammond (ldh@stanford.ed) is the Charles E. Ducommun Professor of Education at Stanford University, where she has launched the Stanford Educational Leadership Institute and the School Redesign Network. Professor Darling-Hammond has also served as faculty sponsor for the Stanford Teacher Education Program. Prior to Stanford, Darling-Hammond was William F. Russell Professor in the Foundations of Education at Teachers College, Columbia University. There, she was the founding Executive Director of the National Commission for Teaching and America's Future, the blue-ribbon panel whose 1996 report What Matters Most: Teaching for America's Future, catalyzed major policy changes across the United States to improve the quality of teacher education and teaching. Her research, teaching, and policy work focus on issues of teaching quality, school reform, and educational equity. Among her more than 200 publications is The Right to Learn, recipient of the American Educational Research Association's Outstanding Book Award for 1998, and Teaching as the Learning Profession (co-edited with Gary Sykes), recipient of the National Staff Development Council's Outstanding Book Award for 2000.
Pam Grossman's (pamg@stanford.edu) teaching and research interests center on the education of teachers, the relationship between teacher education and knowledge, and policy and programmatic issues related to teacher education. Her publications include: The Making of a Teacher: Teacher Knowledge and Teacher Education, a co-edited volume (with Sam Wineburg), entitled Interdisciplinary Curriculum: Challenges to Implementation, as well as articles in Teachers College Record, American Educational Research Journal, Educational Researcher, Journal of Literacy Research, Teaching and Teacher Education , Review of Research in Education, among others. Her current research includes a study of pathways into teaching in New York City schools (with Don Boyd, Hamp Lankford, Susanna Loeb, and Jim Wyckoff) and a cross-professional study of preparation of clergy, teachers, and clinical psychologists. She has served as the Vice-President of Division K (Teaching and Teacher Education) for the American Educational Research Association and as a member of AERA’s Council and Executive Board.
Patti Gumport's (gumport@stanford.edu) research addresses key changes in the academic landscape and organizational character of American higher education. Extending core concerns in the sociology of knowledge to the study of higher education, she studies how institutional practices and organizational contexts reshape the content, structure, practice, and relative legitimacy of academic fields. Her current research examines academic restructuring in public higher education. Through in-depth case studies, she shows how faculty and administrators respond to economic and political pressures, attempt to reconcile tensions between academic governance and management principles, and determine appropriate forms of support for new and long-existing fields. Dr. Gumport's expertise extends across a range of higher education issues: academic change, mission clarification, program review, faculty governance, graduate education, public system redesign, and collaboration.
Ed Haertel (haertel@stanford.edu) is an expert in the area of educational testing and assessment. He looks at ways in which teachers and policymakers use and interpret tests, including uses that go beyond the accurate measurement of ability and achievement. He is currently examining evidence of different responses by teachers in high-resource versus low-resource classrooms to the pressures of external accountability testing.
Eric Hanushek (hanushek@stanford.edu) is the Paul and Jean Hanna Senior Fellow at the Hoover Institution of Stanford University. He is also chairman of the Executive Committee for the Texas Schools Project at the University of Texas at Dallas, a research associate of the National Bureau of Economic Research, and a member of the Koret Task Force on K–12 Education. He is a leading expert on educational policy, specializing in the economics and finance of schools. His on-going research spans a number of the most important and controversial areas of education policy including the impacts of high stakes accountability and of class size reduction and the importance of teacher quality. These analyses, combined with his work on efficiency and resource usage, relate directly to current debates about school finance policy and the concepts of adequacy and equity as they have been applied in litigation. Analyses of growth and the economic impact of school outcomes provide an economic rationale for improving school quality and for promoting more efficient use of school resources. His books include The Economics of Schooling and School Quality, Assessing Policies for Retirement Income, Improving America's Schools, Assessing Knowledge of Retirement Behavior, Modern Political Economy, Making Schools Work, Educational Performance of the Poor, Improving Information for Social Policy Decisions, Statistical Methods for Social Scientists, and Education and Race. In addition, he has published numerous articles in professional journals.
Michael Kirst (mwk@stanford.edu) brings years of personal experience in government education policymaking--at both federal and state levels--to his classrooms and research. He is codirector of Policy Analysis for California Education (PACE), a research consortium including Stanford, UC Berkeley, and USC. In this capacity, Dr. Kirst is at the forefront of the PACE agenda to provide analysis and assistance to California policymakers to help build an ongoing picture of California education, including information on student enrollment, performance, curriculum, human and fiscal resources, and school reform. This is accomplished through analysis and dissemination of papers on educational policy issues.
Bill Koski (BKoski@law.stanford.edu) is the Eric & Nancy Wright Professor of Clinical Education and Professor of Law at the Stanford Law School where he directs the Youth and Education Law Clinic, an in-house legal clinic devoted to ensuring that disadvantaged children and communities receive excellent and equal educational opportunities. Koski is a 1993 graduate of the University of Michigan Law School and received a Ph.D. in Educational Policy Analysis at the Stanford School of Education in 2003. After a stint in private practice with Orrick, Herrington & Sutcliffe and starting a boutique litigation firm with three other lawyers, Koski joined the East Palo Alto Community Law Project in 1997 and has represented hundreds youth and families in race discrimination, student discipline, and disability rights matters. He has served as co-counsel in three recent complex class action matters, including Emma C. v. Eastin, a pathbreaking class-action lawsuit that seeks to systemically reform the special education delivery service in a Bay Area school district. As an educational researcher, Koski has published articles on educational equity and adequacy, the politics of judicial decision-making, and postsecondary remedial education, and has provided expert witness testimony in the Williams v. California school reform litigation.
Daniel McFarland (dmcfarla@stanford.edu) is Assistant Professor of Education and (by courtesy) Sociology at Stanford University. He is currently working on four projects that concern the social dynamics of schooling:
(i) actors' use of discursive tools to mobilize and rewire networks in classrooms; (ii) socio-cultural analysis of network dynamics using adolescents’ interpersonal notes; (iii) processes of youth political socialization; and (iv) simulation models of educational careers.
Sean Reardon (sean.reardon@stanford.edu) is associate professor of education at Stanford University, specializing in the effects of educational policy on educational and social inequality, the causes, patterns, and consequences of residential and school segregation, and applied statistical methods for educational research. His primary research examines the relative contribution of family, school, and neighborhood environments to racial/ethnic and socioeconomic achievement disparities. In addition, his research develops applied quantitative methods for examining variation in treatment effects and for measuring aspects of school and neighborhood context. He teaches graduate courses in applied statistical methods, with a particular emphasis on the application of experimental and quasi-experimental methods to the investigation of issues of educational policy and practice. Sean received his doctorate in education in 1997 from Harvard University. He is currently a recipient of a William T. Grant Foundation Scholar Award to fund his work on the causal effect of neighborhood conditions on adolescent educational and social outcomes. In addition, he is also a Carnegie Scholar, which funds his work on the effects of programs for English language learners on the educational trajectories of Latino students. Sean is also an associate professor of sociology (by courtesy) at Stanford.
Rob Reich (reich@stanford.edu), Assistant Professor of Political Science, Ethics in Society, and, by courtesy, Education, at Stanford University. His main interests are in contemporary liberal theory, and he is working on two projects, the first on the ideals of equality and adequacy as applied to school reform, the second about topics in ethics, public policy, and philanthropy.
He is the author of Bridging Liberalism and Multiculturalism in American Education (University of Chicago Press, 2002) and other articles on the intersection of political theory and educational theory. Rob is the recipient of the Walter J. Gores Award, Stanford University’s highest award for teaching. He has also received fellowships from the Spencer Foundation and the Stanford Humanities Center. In 2004-05, he was a Laurance Rockefeller Visiting Fellow at the Center for Human Values at Princeton University. Before attending graduate school, Rob was a sixth grade teacher at Rusk Elementary School in Houston, Texas.
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