Appendix F

Committee and Staff Biographies

COMMITTEE

ADAM GAMORAN (Chair) is president of the William T. Grant Foundation. Previously, he held the John D. MacArthur Chair in Sociology and Educational Policy Studies at the University of Wisconsin–Madison where, among other roles, he chaired the department of sociology, directed the Wisconsin Center for Education Research, and spent three decades engaged in research on educational inequality and school reform. He is a past grantee of the Institute of Education Sciences, the National Science Foundation, the National Institute of Child Health and Human Development, and several private funders. His research contributions have been honored by the Association for Public Policy Analysis and Management, the American Educational Research Association (AERA), and the Sociology of Education Section of the American Sociological Association. He is an elected member of the American Academy of Arts and Sciences and the National Academy of Education, which he currently serves as vice president. He was also twice appointed by President Barack Obama to the National Board for Education Sciences and is past chair of the Independent Advisory Panel of the National Assessment of Career and Technical Education. Gamoran received his Ph.D. in education from the University of Chicago.

MARTHA W. ALIBALI is a Vilas Distinguished Achievement Professor of Psychology and Educational Psychology at the University of Wisconsin-Madison, and she is a principal investigator (PI) at the Wisconsin Center for Education Research. Her research is situated at the interface of

developmental psychology, cognitive psychology, and mathematics education. Her primary line of work investigates mathematical learning and development, with a special focus on the roles of gesture and action in mathematical cognition, learning, and instruction. She has published more than 130 journal articles and book chapters, co-edited two books, and co-authored a textbook on cognitive development. Her research has been funded by the Institute of Education Sciences, the National Science Foundation, and the National Institutes of Health. She is a fellow of the Cognitive Science Society and a past recipient of the Friedrich Wilhelm Bessel Research Prize from the Alexander von Humboldt Foundation. Alibali received her Ph.D. in developmental psychology from the University of Chicago.

ALFREDO J. ARTILES is Lee L. Jacks Professor of Education at Stanford University. He is the director of the Stanford Center for Opportunity Policy in Education and the director of research at the Center for Comparative Studies in Race & Ethnicity. His scholarship has been supported by many federal and philanthropic organizations to examine cultural-historical dimensions of disability and inclusive education and their implications for policy and practice. Artiles is the editor of the book series Disability, Culture, & Equity, and an elected member of the National Academy of Education, AERA fellow, previous resident fellow of the Center for Advanced Study in the Behavioral Sciences, and previous member of the White House Commission on Educational Excellence for Hispanics. He has received numerous honors for his scholarly work and mentoring activities including being named an honorary professor at the University of Birmingham (United Kingdom) and receiving an honorary doctorate from the University of Göteborgs (Sweden). He holds a Ph.D. in special education from the University of Virginia.

CYNTHIA E. COBURN is a professor in the School of Education and Social Policy at Northwestern University. She studies the relationship between instructional policy and teachers’ classroom practices in urban schools, the dynamics of school district policy making, and the relationship between research and practice for school improvement. She is a fellow of AERA and received an honorary doctorate (Doctor Honoris Causa) from CU Louvain in Belgium. She is also a member of the National Academy of Education, among other recognition for her scholarship. Coburn holds a B.A. in philosophy from Oberlin College, and an M.A. in sociology and Ph.D. in education from Stanford University.

LORA A. COHEN-VOGEL is the Frank A. Daniels Distinguished Professor in the School of Education at the University of North Carolina at Chapel Hill, where she is also director of interprofessional education. Her teach-

ing and research focus on education policy and politics, teacher quality, continuous improvement research, and bringing to scale programs and processes for system-level improvement and equity. As associate director of the National Center for Research and Development on Scaling Up Effective Schools, Cohen-Vogel helped lead research-practice partnerships that used the science of improvement to raise schooling outcomes for traditionally underserved students in two of the nation’s largest school districts. She is currently co-PI of a project looking to extend the early learning gains of students in the rural South as part of the Early Learning Network. Cohen-Vogel is immediate past vice president of the AERA and former president of the Politics of Education Association. Cohen-Vogel began her career in education as the executive director of a grassroots community organization dedicated to advancing music education in California schools. She has a Ph.D. in education from Vanderbilt University.

NATHAN D. JONES is an associate professor of special education and education policy in the Wheelock College of Education & Human Development at Boston University. His research focuses on teacher quality, teacher development, and school improvement, with a specific emphasis on conceptualizing and measuring teaching effectiveness in preservice and inservice contexts. Recent work is on special education teacher evaluation; the measurement of teachers’ time use and affect; the impact of special education policies and programs on student outcomes; and the development of curricular materials to support preservice general education teachers in teaching students with disabilities. In 2018, he served as co-chair of the Institute of Education Sciences (IES) Principal Investigators Meeting. Jones is associate editor of the Journal of Teacher Education and co-editor of The Elementary School Journal. Prior to pursuing his doctoral training, Jones taught for three years as a middle school special education teacher in the Mississippi Delta. He received his Ph.D. in special education and education policy from Michigan State University.

BRIDGET T. LONG is dean and Saris Professor of Education and Economics at the Harvard Graduate School of Education. Long is an economist who studies educational opportunity with a focus on college access and success, including the role of affordability, academic preparation, and information. She is a research associate of the National Bureau of Economic Research, a member of the National Academy of Education, and an affiliate of the Abdul Latif Jameel Poverty Action Lab. Long has served as chair of National Board for Education Sciences, the advisory panel of the Institute of Education Sciences at the U.S. Department of Education, and testified multiple times before federal congressional committees and state government bodies. She earned her A.B. from Princeton University in economics

with a certificate in Afro-American studies and M.A. and Ph.D. from the Harvard University Department of Economics.

NORMA C. MING is the supervisor of research and evaluation in the San Francisco Unified School District’s Research, Planning, and Assessment Division, where she manages the research portfolio and leads internal evaluations. Her work focuses on establishing and studying the conditions and supports that enable integrating research and practice for continuous improvement in education. This includes developing learning agendas, drawing from existing evidence syntheses, coordinating research partnerships to generate relevant evidence, supporting improvement teams to innovate and iterate through disciplined inquiry, and facilitating the implementation of evidence-based policy and practice. Her current research addresses inequities in school attendance and engagement through youth-led inquiry, and her publications apply text mining to disciplinary records and online discussion forums, use statistical process control to visualize trends and outliers in educational data, and propose a framework for assessing research for educational policy making and practice. She is a former K–12 and university educator and researcher. Ming holds a B.A. in chemistry from Harvard and Ph.D. in cognitive psychology from Carnegie Mellon University.

MARY C. MURPHY is the Herman B. Wells Professor of Psychological and Brain Sciences at Indiana University. Her education research illuminates the situational cues that influence students’ academic motivation and achievement with an emphasis on understanding when those processes are similar and different for structurally advantaged and disadvantaged students. She develops, implements, and evaluates social psychological interventions that reduce identity threat and spur students’ motivation, persistence, and performance. Murphy also co-founded the College Transition Collaborative, a research-practice partnership housed at Stanford University. In the realm of organizations and technology, her research examines barriers and solutions for increasing gender and racial diversity in STEM fields, in particular the role of organizational mindset in companies’ organizational culture, employee engagement and performance, and diversity, equity, and inclusion. In 2019, she was awarded the Presidential Early Career Award for Scientists and Engineers (PECASE). She earned a Ph.D. from Stanford University and completed a National Science Foundation postdoctoral fellowship at Northwestern University.

NICOLE S. PATTON-TERRY is the Olive & Manuel Bordas Professor of Education in the School of Teacher Education, director of the Florida Center for Reading Research, and deputy director of the Regional Education Lab—Southeast at Florida State University (FSU). Prior to joining

FSU, she was an associate professor of special education and the founding director of the Urban Child Study Center at Georgia State University. Her research, innovation, and engagement activities concern young learners who are vulnerable to experiencing poor language and literacy achievement in school, in particular African American children, children growing up in poverty, and children with disabilities. Patton-Terry currently serves as an associate editor for the Journal of Learning Disabilities, board member for the Society for the Scientific Study of Reading, and fellow of the American Speech-Language-Hearing Association. She was a special education teacher in the Evanston (Illinois) Public Schools. She earned a Ph.D. from Northwestern University’s School of Communication Sciences and Disorders, with a specialization in learning disabilities.

JAN L. PLASS is a professor in the Steinhardt School of Culture, Education, and Human Development at New York University (NYU). He is the founding director of the Consortium for Research and Evaluation of Advanced Technology in Education and co-directs the Games for Learning Institute. He was also the inaugural holder of the Paulette Goddard Chair in Digital Media and Learning Sciences at NYU. Plass’ work envisions, designs, and studies the future of learning with digital technologies, most recently involving simulations and games for desktops, mobile, and AR/VR/MR. He is the author of more than 120 journal articles, chapters, and conference proceedings, and has given more than 200 presentations at academic conferences. He has served as lead editor for several publications, as PI or co-PI on numerous projects, and editorial review member on a number of journal boards. He has been a reviewer for funding agencies around the world and chairs the IES panels on basic processes and math and science learning. Plass received his M.A. in mathematics and physics education and Ph.D. in educational technologies from Erfurt University (Germany).

NATHANIEL SCHWARTZ is a professor of practice at Brown University’s Annenberg Institute for School Reform, where he leads a set of research partnerships focused on improving educator pipelines and student well-being in Rhode Island. He also co-founded the EdResearch for Recovery project, which collects requests for pandemic-related research guidance from education leaders and identifies teams of researchers across the country to build out quick-response evidence synthesis. Schwartz previously served as the chief research and strategy officer for the Tennessee Department of Education. In that position, he led the department’s research and strategic planning teams, contributing to the launch of Tennessee Succeeds, a strategic plan and vision aimed at increasing postsecondary and career readiness, and to the creation of the Tennessee Education Research Alliance, a state-level research partnership with Vanderbilt University. Prior

to his graduate education, Schwartz was a high school science teacher in Arkansas and Illinois. He received his Ph.D. in educational studies from the University of Michigan.

JANELLE SCOTT is a professor and the Robert C. and Mary Catherine Birgeneau Distinguished Chair in Educational Disparities at the University of California at Berkeley in the Graduate School of Education, African American Studies Department, and Goldman School of Public Policy. Her research investigates how market-based educational reforms affect democratic accountability and equity in public education across several policy strands: (1) the racial politics of public education; (2) the politics of school choice, marketization, and privatization: (3) the politics of research evidence on market-oriented reforms; and (4) the role of elite and community-based advocacy in shaping public education and research evidence utilization. Her work has appeared in many edited books and journals, and she is the editor or author of numerous other publications. Scott is an AERA fellow and member of the National Academy of Education. Before earning her doctorate, she was a teacher in Oakland, California. She earned a B.A. in political science from the University of California at Berkeley and Ph.D. in education policy from the University of California at Los Angeles.

L. ELIZABETH TIPTON is an associate professor of statistics, co-director of the Statistics for Evidence-Based Policy and Practice Center, and faculty fellow in the Institute for Policy Research at Northwestern University. Her research focuses on the design and analysis of field experiments, with a particular focus on issues of external validity and generalizability in experiments; meta-analysis, particularly of dependent effect sizes; and the use of (cluster) robust variance estimation. She was previously a member of the faculty at Teachers College, Columbia University, for 7 years. Tipton is a board member of the Society for Research on Educational Effectiveness and serves as an associate editor of the Journal of Educational and Behavioral Statistics. She earned a B.A. in mathematics from Transylvania University, M.A. in sociology from the University of Chicago, and Ph.D. in statistics from Northwestern University.

SHARON VAUGHN is the Manuel J. Justiz Endowed Chair in Education and the executive director of The Meadows Center for Preventing Educational Risk, a research unit that she founded with a “make a wish” gift from the Meadows Foundation. She is the recipient of numerous awards, including the first woman in the history of The University of Texas to receive the Distinguished Faculty and Research Award. She is the author of more than 40 books and 350 research articles. She is currently PI on several Institute of Education Sciences, National Institute for Child Health and

Human Development, and U.S. Department of Education research grants. She works as a senior adviser to the National Center on Intensive Interventions and has more than six articles that have met the criteria of the What Works Clearinghouse. Vaughn was a classroom teacher for five years, and has worked with state departments of education across the United States including Florida, Texas, Colorado, and New York as well as more than 30 school districts to develop, identify, and implement research-based practices and policies. She earned a B.S. in education from the University of Missouri, and master’s and Ph.D. in education and child development from the University of Arizona.

STAFF

KENNE A. DIBNER (Study Director) is a senior program officer with the Board on Science Education at the National Academies of Science, Engineering, and Medicine (the National Academies). She has served as study director for Reopening K–12 Schools During the COVID-19 Pandemic: Prioritizing Health, Equity, and Communities and Science Literacy: Concepts, Contexts, and Consequences, as well as a recently completed assessment of the NASA Science Mission Directorate’s education portfolio. 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, and as a research consultant with the Center on Education Policy. She has a B.A. in English literature from Skidmore College and a Ph.D. in education policy from Michigan State University.

LETICIA GARCILAZO GREEN is a research associate for the National Academies Board on Science Education. As a member of the board staff, she has supported studies focusing on criminal justice, science education, science communication, and climate change. She has a B.S. in psychology and a B.A. in sociology with a concentration in criminology from Louisiana State University and an M.A. in forensic psychology from The George Washington University.

MARGARET KELLY is a program coordinator for the National Academies Board on Science Education. She has more than 20 years of experience working in the administrative field for the private sector, federal government, and nonprofit organizations, including 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, including the 2020 DBASSE staff award for Citizenship/Spirit, a

Superior Performance of Customer Service Award, Sustained Superior Performance Cash Awards, and Air Force Organizational Excellence Awards and Certificates of Appreciations.

HEIDI SCHWEINGRUBER is the director of the National Academies Board on Science Education. 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 coauthored two award-winning books for practitioners that translate findings of Academies’ reports for a broader audience, on using research in K–8 science classrooms and on information science education. Prior to joining the Academies, she worked as a senior research associate at the Institute of Education Sciences. 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.