Research Report

Research Report: National Education

Next Steps

Education is the transmission of civilization. -Will Durant

Report Stats:

103 National Education experts
21.22 average years of experience

National education experts were asked to recommend nonprofits working on literacy, school readiness, school reform, the achievement gap, human capital, instructional improvement, curricular content development, low-performing schools turnarounds, data, standards and assessments, after school programming, summer programming, and parental involvement, at the early education through secondary education level. Types of nonprofits could include research, policy, advocacy, training, traditional nonprofits or community based organizations, the traditional after-school kind of nonprofits/CBOs, or even the public/charter schools themselves. We did not consider nonprofits specifically focused on higher education.

Who we invited		Who participated
	11.50% of experts responded > > >
Foundation Professionals Researchers and Faculty Nonprofit Senior Staff Other

National Education Experts

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Other (consultants, journalists, policy makers) (O)

R	Adrea Lawrence Assistant Professor American University See Bio As a policy historian and the social studies specialist in the teacher education program at American University, Dr. Lawrence’s research interests extend from American Indian education to historical and qualitative research methodologies, to disciplinary learning and thinking within the social studies. She also works with pre-service and in-service teachers in the District of Columbia and surrounding areas. She received her PhD in Education Policy from Indiana University; her MA for Secondary Social Studies Instruction and Curriculum at University of Colorado at Boulder, and her BA in American Studies from University of Colorado at Boulder. She is currently a member of the American Educational Research Association, the History of Education Society, American Historical Association, Western History Society, Organization of American Historians, and Social Science History Association.

N	Alex Johnston Chief Executive Officer Connecticut Coalition for Achievement Now (ConnCAN) See Bio Alex Johnston is Chief Executive Officer of the Connecticut Coalition for Achievement Now (ConnCAN). As ConnCAN’s first employee, Alex launched what is now regarded as one of the nation’s leading state-level education reform organizations. In the five years since, he has led ConnCAN’s effort to advocate for state policies that will ensure every Connecticut child has access to a great public school. So far in 2009 ConnCAN has achieved two major legislative victories through its ‘Mind the Gaps’ campaign: overhauling the state’s teacher certification rules and opening up stores of longitudinal student achievement data to the public. Legislative leaders and the governor have expressed support for the campaign’s third goal—securing funding for the expansion of high-performing public charter schools—but the outcome still hangs in the balance pending final budget negotiations to close an $8 billion state budget deficit.Alex previously served as director of operations at the New Haven Housing Authority, working as a member of the management team tasked with turning the agency around from the brink of receivership. A graduate of Harvard University, he studied at Oxford University on a Rhodes scholarship and received a D.Phil. in politics from Oxford’s Lincoln College, where he studied the impact of government funding on non-profit service providers. Alex lives in New Haven, Connecticut with his wife Caroline and their dog Nelson.

R	Alida Anderson Assistant Professor American University See Bio Alida Anderson received her PhD in special education from the University of Maryland, College Park. Research and teaching interests include language development and literacy acquisition in diverse populations. Anderson's dissertation research focused on development of literate oral language by preschool age children with language impairments and typical language. Currently, Anderson examines relationships between cross-linguistic features and reading ability in school age monolingual and bilingual English and Chinese speakers with reading disabilities. Another area of research has been in the development and implementation of a response-to-intervention mathematics practice for teaching place value and number concepts to primary grade students with diverse language and learning needs in distressed urban school settings. A recent research interest is in developing arts integration programs serving students with disabilities. Recent presentations have included papers at international conferences of the Society for the Scientific Study of Reading, the Council for Exceptional Children, VSA International, and the National Council of Teachers of Mathematics. She has her PhD in Special Education from University of Maryland, College Park; MD MA, for Learning Disabilities from Northwestern University, Evanston, IL, and her BA in Art/Art History and Asian Studies from Colgate University, Hamilton, NY.

O	Andrew Rotherham Co-Founder and Partner Bellwether Education See Bio Andrew J. Rotherham is a co-founder and partner at Bellwether Education Partners. He leads Bellwether’s thought leadership, idea generation, and policy strategy work. He also writes the blog Eduwonk.com and writes regularly for U.S. News & World Report. He previously served at the White House as Special Assistant to the President for Domestic Policy during the Clinton administration and is a former member of the Virginia Board of Education. In addition to co-founding Bellwether, he has founded or co-founded two other successful education reform organizations, including Education Sector, and served on the boards of several other successful education start-ups. Mr. Rotherham is the author or co-author of more than 125 articles, book chapters, papers, and op-eds about education policy and politics and is the author or editor of four books on education policy. He is a senior fellow at the Center for Reinventing Public Education and also at the Post Partisan Foundation. He serves on advisory boards and committees for a variety of organizations, including The Broad Foundation, Education Pioneers, Harvard University, and the National Governors Association. He is on the board of directors for the Indianapolis Mind Trust, Curry School of Education at the University of Virginia, and Democrats for Education Reform. Mr. Rotherham believes dramatic improvements in America’s education system are integral to ensuring equality of opportunity and building a more equitable and just society. He lives in Virginia with his wife and two daughters.

F	Angela Rudolph Program Officer, Education The Joyce Foundation See Bio Angela Rudolph is the education program officer for Joyce Foundation. A former elementary school teacher, Ms. Rudolph previously served as assistant to Chicago Mayor Richard M. Daley. In that role she was responsible for performing analytical research on ex-offender and gun control policy issues and spearheading outreach to community-based groups and individuals to encourage involvement in the policy process. Ms. Rudolph has also served as program director for the Justice and Violence Initiative at Chicago Metropolis 2020, as education director for the Chicago Urban League, and as a policy associate for the Kids Public Education and Policy Project at the Ounce of Prevention Fund. She holds a M.A. in educational policy studies from the University of Illinois, and a B.A. in history from Union College.

N	Ariela Rozman Chief Executive Officer The New Teacher Project See Bio Ariela Rozman began her tenure with The New Teacher Project (TNTP) in 2001 as Vice President of Marketing. Prior to becoming Chief Executive Officer in 2007, she served for four years as Vice President of Teaching Fellows Programs, growing TNTP’s largest business line to a staff of more than 60 individuals and overseeing the launch of 12 new programs in cities such as Chicago, New Orleans, and Oakland. Today, the Teaching Fellows Programs line supplies high-need school districts with approximately 3,000 high-quality teachers per year and accounts for over half of the organization’s revenue. Ariela also chaired TNTP’s Strategy Committee, a team comprised of TNTP’s senior leadership staff, for two years. Before joining The New Teacher Project, Ariela led the Online Marketing group for PlanetRx.com, which included managing the company's online new customer acquisition strategy, media buying and creative agency relationships, and large partnerships with companies such as AOL and Yahoo!. Ariela has also served as Special Assistant to the CEO at Muresco, a retail and manufacturing conglomerate in Buenos Aires, Argentina, and as a consultant at Bain & Co., a leading strategy consulting firm, working with Fortune 500 companies to improve their overall growth strategies and revenue opportunities. She holds a BA in Political and Social Thought from the University of Virginia.

R	Audrey Trainor Professor University of Wisconsin-Madison See Bio Audrey Trainor is an assistant professor in education at the University of Wisconsin-Madison. Her areas of her expertise is learning and emotional disabilities, adolescents' transition to adulthood, youth self-determination, multicultural issues in special education, and bilingual special education.

F	Barbara Chow Education Program Director The William & Flora Hewlett Foundation See Bio Barbara Chow began her term as the Education Program director with the Hewlett Foundation in the fall of 2008, coming from the House Budget Committee where she served as policy director. From 2001-2007 she was the executive director of the National Geographic Education Foundation and vice president for education and children's programs at National Geographic. Barbara served in both terms of the Clinton administration. From 1993 to 1997, she was a special assistant to the president for legislative affairs, acting as White House liaison to Congress on economic, budget, and appropriation matters. From 1997 to 2001, Barbara worked in the Office of Management and Budget, where she was the program associate director for education, income maintenance, and labor. Starting in 2000, she kept the OMB position and added the position of deputy director of the White House Domestic Policy Council. Earlier in her career, she worked as a member of the staff of the U.S. Senate Budget Committee, as staff member of the Senate Democratic Policy Committee specializing in energy and natural resource issues, and as a manager of federal budget policy at Price Waterhouse. She also served on two presidential transition teams – in 1992 for President-elect Clinton and in 2008 for President-elect Obama. Barbara served as a member of the board of Grantmakers for Education from 2001 to 2006, the last two years as co-chair and then chairperson; as ex-officio board member of the National Environmental Education Foundation from 2004 to 2006; and as a member of the steering committee of the Geography Education National Implementation Plan from 2001 to 2006.Raised in Fullerton, California, Barbara has a bachelor's degree in government from Pomona College and a master's degree in public policy from the University of California, Berkeley.

F	Ben Sayeski Chief Education Officer Andre Agassi Foundation for Education See Bio Ben Sayeski is the Chief Education Officer at the Andre Agassi Foundation for Education, which is focused on transforming education locally and nationally to create greater opportunities for children.

F	Benton Murphy Program Officer, Community Investment The Community Foundation for the National Capital Region See Bio Benton Murphy is the Program Officer in Community Investment at the Community Foundation for the National Capital Region, located in Washington DC.

R	Betheny Gross Senior Researcher University of Washington's Center on Reinventing Public Education See Bio Betheny Gross is a Senior Researcher at the University of Washington's Center on Reinventing Public Education. Her research is focused on policy analysis in the areas of organizational improvement and learning, human resources, and accountability. Currently, Dr. Gross is coordinating research for the Inside Charter Schools Project, a U.S. Department of Education funded project and a major research initiative for the National Charter School Research Project. This project looks into charter schools human resources and leadership practices. In addition, Dr. Gross is working with Dan Goldhaber on projects examining human resource practices in large urban school districts; teacher quality and attrition; and the role of community colleges in higher education. Dr. Gross holds degrees from the University of Pittsburgh (BA, Economics and Urban Studies), the University of Iowa (MA, Economics), and the University of Wisconsin-Madison (PhD, Educational Policy Studies).

N	Bill Bentley President & CEO Voices for America's Children See Bio Bill Bentley has devoted his life to building a world where every child has the opportunity to thrive. An exceptional and dynamic leader with skills honed in a distinguished career that includes non-profit, government and private sector experience, he leads Voices for America’s Children (Voices), the nation’s largest network of multi-issue child advocacy organizations. Voices is committed to speaking up for the well-being of children at the local, state and national levels of government. With more than 60 members nationwide, Voices advocates for effective public policies to improve the lives of all children throughout the United States. Throughout his career, Bill has been driven by the belief that when we invest in children, we strengthen America. To this end he was one of the leaders in the formation of the Children’s Leadership Council (CLC), a coalition of more than 50 of the nation’s leading national children’s policy and advocacy organizations. For the first time, these powerful groups are speaking with one voice to build public awareness and create the political will necessary to make greater federal investments in America’s children and youth to prepare them for school, work and life. Bill began his career in public service as a Juvenile Probation Officer with the Florida Department of Health and Rehabilitative Services. Rising through the ranks he earned a frontline view of the special needs of youth in crisis, the juvenile justice and child welfare systems. As the President and CEO of the Ounce of Prevention Fund, Inc., Bill built on what he had observed as a probation officer and led the development and implementation of local innovative demonstration programs addressing maternal and child health, child welfare, juvenile justice and family support programs. Bill was appointed Executive Director of the Florida Governor’s Commission on Community Service, the state entity responsible for promoting volunteerism and citizen service as a means of solving community problems. Former United States Senator Harris Wofford then tapped him to serve on the senior management team at the Corporation for National and Community Service. Bill’s unique experiences and talents were later recognized by the Points of Light Foundation, where he served as Executive Vice President & COO of the premier national volunteer services organization and its 335 volunteer centers nationwide. Bill received his undergraduate degree in education from Florida State University and his master’s degree from Florida State University’s School of Social Work. He and his wife reside in Silver Spring, Md., and have two daughters and two grandchildren.

N	Bill Jackson Founder, President, CEO GreatSchools See Bio As a teacher in the U.S. and China in the late 1980s, Bill came to recognize the extraordinary influence that parents have over their children's education. Then, as an Internet entrepreneur in the 1990s, he recognized the extraordinary potential of the Internet as a communications medium to engage and support parents. He founded GreatSchools in 1998 to tap the power of this new medium to help parents be more effectively involved in their children's education. An avid school volunteer, Bill is a member of the California P-16 Council and serves as secretary of the Parent Association Council at Chinese American International School and a volunteer at Miraloma Elementary School. He has also served as a director of the San Francisco Education Fund and as treasurer for two San Francisco school financing measures and a school board campaign. Bill holds a degree in mechanical engineering from Yale University and is a graduate of the San Francisco Coro Fellows Program. As the former president of the Scientific Society at Phillips Exeter Academy, Bill loves hearing about his two daughters' elementary school science experiments.

F	Bonnie Houck Program Director, Education & Learning McKnight Foundation See Bio Bonnie Houck, Ed.D., is the Program Director for The McKnight Foundation, and directs their grantmaking to improve literacy among Twin Cities students by third grade. Houck comes to McKnight with more than 20 years' experience as an educator. She has taught pre-kindergarten through grade six, and served as a middle and high school language arts and social studies teacher, reading specialist, and literacy coach. Houck also served as an adjunct professor for Bemidji State University, where she taught teacher preparation courses in the language arts and reading. Just prior to her role as Burnsville's district literacy coordinator, Houck served five years as the Minnesota Department of Education's reading specialist. Houck received both a BA in Elementary Education and an MA in Reading Instruction from Concordia University in River Forest, Illinois. She went on to earn her Doctor of Education degree in Educational Leadership, Policy, and Administration from the University of St. Thomas, Minneapolis. Past board service includes the Literacy Coalition of Minnesota and the Minnesota Reading Association, and she is a member of the Association for Supervision and Curriculum Development, the International Reading Association, and the National Council of Teachers of English. In addition to teaching guides and research papers, Houck published the 2003 book Raising a Reader: Simple and Fun Activities for Parents to Foster Reading Success (Rowman & Littlefield), which presents research- and practice-proven approaches to promoting literacy.

O	Brad Jupp Senior Program Advisor US Department of Education See Bio Brad Jupp is the senior program advisor on teacher effectiveness and quality at the U.S. Department of Education. He was formerly a senior policy adviser to Denver school's superintendent turned U.S. Senator, Michael Bennet, who currently works for the Office of Secretary of Education. He has worked on school and district performance improvement and accountability, teacher effectiveness, and school choice, among other issues. Prior to this, Jupp was a teacher and a union activist with the Denver Classroom Teachers Association for 19 years. He helped develop the Professional Compensation System for Teachers (ProComp), Denver's signature alternative pay program.

F	Brian Rogers Executive Director Rogers Family Foundation See Bio Brian Rogers, an Oakland native, is currently the Executive Director of The Rogers Family Foundation, a supporting organization that supports and enables Oakland education and youth development organizations. The Rogers Family Foundation works with Oakland organizations, schools and community groups in order to create systematic change as well as nurture innovative educational strategies. Previous to his current position, Brian was the manager of the Lair of the Bear, a family summer camp run by the UC Berkeley Alumni Association. Prior to that, Brian was an English teacher and tennis coach at Bishop O’Dowd High School in Oakland. Brian graduated from UC Berkeley’s Haas Business School as an undergraduate in 1995 and received his California teaching credential from St. Mary’s College in 2000. He is also a Board Member of Lighthouse Community Charter School and lead community investor in OUSD's “Expect Success!” Redesign Project.

R	Charles Bruner Executive Director Child and Family Policy Center See Bio Charles Bruner serves as Executive Director of the Child and Family Policy Center, a nonprofit organization established in 1989 "to better link research and policy on issues vital to children and families." He holds an M.A. and Ph.D. in political science from Stanford University, and received his B.A. from Macalester College. He served twelve years as a state legislator in Iowa.Through the Child and Family Policy Center, Bruner provides technical assistance to states, communities, and foundations on child and family issues and heads the technical assistance activities of the federally-established National Center for Service Integration. He also heads the State Early Childhood Policy Technical Assistance Network (SECPTAN). Through SECPTAN, Bruner has produced a number of policy briefs on early learning and school readiness. Also through the Policy Center, Bruner serves as the national evaluator for the nine-state Build Initiative, designed to help states develop comprehensive and accountable early learning systems. Bruner has written widely on public policy approaches to developing more comprehensive, community-based responses to children, family, and neighborhood needs.Bruner’s current interests relate to developing more neighborhood-based service systems that integrate professional and voluntary supports and serve in community-building as well as family strengthening roles.

N	Cynthia Brown Vice President for Education Policy Center for American Progress See Bio Cynthia G. Brown is Vice President for Education Policy and previously served as Director of the Renewing Our Schools, Securing Our Future National Task Force on Public Education, a joint initiative of American Progress and the Institute for America's Future. Cindy has spent over 35 years working in a variety of professional positions addressing high-quality, equitable public education. Prior to joining American Progress, she was an independent education consultant who advised and wrote for local and state school systems, education associations, foundations, nonprofit organizations, and a corporation.From 1986 through September 2001, Brown served as director of the Resource Center on Educational Equity of the Council of Chief State School Officers. She was appointed by President Jimmy Carter as the first assistant secretary for civil rights in the U.S. Department of Education (1980). Prior to that position, she served as principal deputy of the Department of Health, Education and Welfare's, or HEW, Office for Civil Rights. Subsequent to her government service, she was codirector of the not-for-profit Equality Center.Before the Carter administration, she worked for the Lawyers' Committee for Civil Rights Under Law, the Children's Defense Fund, and began her career in the HEW Office for Civil Rights as an investigator. Brown has a master's degree in public administration from the Maxwell School at Syracuse University and a B.A. from Oberlin College. She serves as chair of the American Youth Policy Forum Board of Directors and on the boards of directors of the Hyde Leadership Public Charter School and the National Association for Teen Fitness and Exercise.

N	DeAnna Duncan Grand Development Officer The NEA Foundation for the Improvement of Education See Bio DeAnna is responsible for supporting all non-gala contributed revenue to support the Foundation's work. She has over 19 years of fundraising and nonprofit management experience working in a variety of arts, education, and public interest organizations in the Washington, DC area. She is a native of the San Francisco Bay Area and holds a BA in Political Science and an MA in Theater, Film, and Television, both from UCLA and is currently pursuing her doctorate in education policy and practice at the University of Maryland-College Park. DeAnna is also active in Washington, DC's theater community having directed over 15 plays for small professional theaters throughout the region.

R	Dean Fixsen Senior Scientist & Director of NIRN University of North Carolina, FPG Child Development Institute See Bio Dean L. Fixsen, Ph.D., is a Senior Scientist at FPG Child Development Institute. Dean is Co-Director of the National Implementation Research Network (NIRN), Co-Director of the State Implementation and Scale up of Evidence-based Practices (SISEP) Center, and Co-Chair of the Global Implementation Conference. Fixsen is an implementation research consultant on 6 NIH RO1 grants and serves on several national advisory boards. Fixsen began his career in human services in 1963 as a psychiatric Aade in a large state hospital for children with profound developmental delays. He has spent his career developing and implementing evidence-based programs, initiating and managing change processes in provider organizations and service delivery systems, and working with others to improve the lives of children, families, and adults. Over the past five decades, he has co-authored over 100 publications including the highly regarded monograph, Implementation Research: A Synthesis of the Literature. He has served on numerous editorial boards and has served as an advisor to federal, state, and local governments.

R	Diana Slaughter-Defoe Constance E. Clayton Professor in Urban Education University of Pennsylvania, Graduate School of Education See Bio Before joining the standing faculty at Penn GSE in 1998 as Clayton Professor in Urban Education, Dr. Slaughter-Defoe taught for 20 years at Northwestern University’s School of Education. Prior to going to Northwestern in 1977, she had served on the faculties of the department of psychiatry at Howard University in Washington, D.C. (1967–68), the Child Study Center at Yale University (1968–70), and the Committee on Human Development and department of education at the University of Chicago (1970–77). At Northwestern, she was a member of the Institute for Policy Research Studies and the department of African American studies. Her dissertation research, for which she received the distinguished research award from Pi Lambda Theta, was conducted with a Chicago-area Head Start population of mothers and children. Much later, in 1994, she was cited by the American Psychological Association for Distinguished Contributions to Research in Public Policy. She has completed government-funded research in the area of middle school-aged children’s and families’ experiences in diverse urban private school settings. Her publications include an edited volume on this topic (Greenwood Press, 1988) that is a “classic first.” Dr. Slaughter-Defoe is currently a member of the Board of Visitors of the Learning, Research and Development Center (LRDC) of the University of Pittsburgh and has been a member of the Governing Council of the Society for Research in Child Development. Formerly a member of the editorial boards of Child Development (associate editor), Applied Developmental Psychology, and Educational Researcher, she is currently a member of Human Development and NHSA Dialog: A Research-To-Practice Journal for the Early Intervention Field. In June 2007, the University of Chicago awarded her its Lifetime Professional Achievement Citation. She received her PhD in Human Development/Clinical Psychology from University of Chicago, MA and BA in Human Development from University of Chicago.

R	Dina Portnoy Director, GSE/TFA Urban Program University of Pennsylvania, Graduate School of Education See Bio Dr. Dina Portnoy is the director of the GSE/TFA Urban Teacher Program and worked for the School District of Philadelphia for 29 years, primarily as a high school English teacher. An active member of teacher networks locally and nationally, she has been a member of the Philadelphia Writing Project and the National Writing Project since 1987.During the 1990’s she spent three years working with the Philadelphia Schools Collaborative in an effort to restructure and reform the 22 comprehensive high schools in Philadelphia by creating small schools-within-schools and inviting teachers to work together to design programs, curricula, and assessments. This work prompted her dissertation: Learning community on a “tight ship:” Issues and dilemmas of control and change in a restructuring urban high school.

R	Doug Lynch Vice Dean University of Pennsylvania, Graduate School of Education See Bio In addition to directing admissions and executive education at GSE, Dr. Lynch is also an academic director at the Wharton School’s Aresty Institute for Executive Education. At Penn, he has launched several new endeavors, including the first joint doctoral program in work-based learning (with the Wharton School) and Penn’s executive master’s degree program for Teach for America corps members in Philadelphia. He has taught courses in the economics of education, higher education, adult and work-based learning, and social entrepreneurship, and he has grown revenue for executive education over 400 percent in five years, introducing almost one new degree program a year, all of which have been successful. Prior to joining Penn, he worked at New York University, the College Board, and Arizona State University (A.S.U.). An economist by training, he has also done doctoral work in education evaluation at A.S.U. and political theory at the New School and earned an M.B.A. His undergraduate honors thesis on robotics in Sweden was used as the basis for an episode of the PBS series Nova. While at A.S.U., he helped start one of the country’s first charter schools, the Genesis Academy, which targeted mainly gang kids. While at N.Y.U., he developed and implemented training to get WorldCom out of sanctions with the Securities and Exchange Commission and, after 9/11, worked with the Fire Department of New York. His educational programs have won national awards including a President’s award for exporting—the first time a college was recognized for commercial innovation in exporting by the U.S. Department of Commerce. His programs have won APX and HR Executive Top 10 awards. He is particularly known for innovative partnerships between higher education and corporate learning programs and has had over 120,000 "corporate students."Dr. Lynch has sat on gubernatorial boards, testified before Congress and the United Nations on e-learning, and read for both the Sloan Foundation and the U.S. Department of Education. He sits on several editorial boards and professional association boards. He is currently the chair of American Society for Training and Development Public Policy Committee, a commissioner for the University Continuing Education Association, a member of the board of visitors for the Central Intelligence Agency, and the chair of the U.S. delegation to ISO 232 – Standards in non-formal education, which is representing U.S. interests to the World Trade Organization/General Agreement on Trade and Tariffs in setting global standards around non-formal/non-traditional learning.

F	Ebony Lee Portfolio Manager Bill & Melinda Gates Foundation See Bio Ebony Lee is the Portfolio Manager at the Gates Foundation. Previously she was Chief of Staff, OII at U.S. Department of Education, Associate Director, OIPL at U.S. Department of Justice, and Grassroots Coordinator at American Cancer Society Grassroots Coordinator at Citizens for A Sound Economy. She studied at Regent University and Brown University.

R	Elaine Surbeck Professor, Policy Leadership & Curriculum Arizona State University See Bio Elaine Surbeck is professor of early childhood education at Arizona State University (ASU). She is a past president of the National Association of Early Childhood Teacher Educators and has served as the associate dean for teacher education at ASU for the past five years. She is a coauthor of two textbooks in early childhood education. She started her career as a kindergarten teacher.

R	Elliot Weinbaum Senior Researcher, Consortium for Policy Research in Education; Senior Research Professor University of Pennsylvania, Graduate School of Education See Bio Dr. Weinbaum has been a researcher at the Consortium for Policy Research in Education (CPRE) since 2004. His work has focused on the impacts of state and federal polices on schools and school districts. His research has paid close attention to the responses of high school and central office staffs to externally developed policy and programs. Dr. Weinbaum's research, both qualitative and mixed-method, seeks to deepen our understanding of the contextual causes and effects of variability in policy implementation. In investigating these causes, his recent research has examined alignment between school reform programs and district norms, organization and communication patterns among school staffs, and the strategies of state and district leaders to support local improvement efforts. This research is rooted within a larger interest in the dynamics of the multiple levels of school governance in the U.S. Prior to his work at CPRE, he worked at a number of educational and social service organizations in the Philadelphia area. He received his Ph.D. in Education Policy from University of Pennsylvania, and his B.A. in Arts in History from Yale University.

N	Emily Bloomfield Senior Policy Advisor Stand for Children Leadership Center See Bio Emily Bloomfield recently returned to Washington, D.C., and joins Stand for Children following years of service in public education, business, and international economics in California and the United Kingdom. Emily served as a member, vice president, and president of the Santa Monica-Malibu Unified School District Board of Education. During her service from 2002-07, the board overhauled curriculum, teaching methods, student support, school leadership, and high school structure. Over her tenure, she saw overall results in math and reading rise by 33 percent and test scores for African-American and Hispanic students rise by 50 percent. Prior to her career in public education, Emily worked in economics for the World Bank and LMC International in Oxford, U.K. She has also worked in strategic planning and marketing roles in Los Angeles for the Los Angeles Times, CarParts Technologies, CareerPath.com, and CitySearch.com. Emily helped deliver information technology access to low-income neighborhoods and children in her work for non-profits, the Urban Technology Center and The Children’s Partnership. She has also been involved with the Hope Street Group, a non-partisan policy organization dedicated to expanding economic opportunity. She is currently the chair of the New Leader’s Circle for the International Center for Research on Women in Washington, D.C., and is on the board of Georgetown Day School. A native of Boston, Emily has a bachelor’s degree from the University of Chicago, a master’s degree in public administration from Syracuse University, and a master of philosophy degree in economics from Oxford University.

N	Erin Drake Program Director Super Stars Literacy See Bio Erin Drake oversees the successful execution of Super Stars Literacy curriculum at its five school sites. She brings extensive knowledge of the needs of students and schools in underserved areas to this role. A Teach for America alumna, Drake continued working at Budlong Elementary School in South Los Angeles after completing her service years there. She spent a total of three years in this school teaching kindergarten and first grade. While earning her Master’s Degree in Education from UCLA, she also served on the school’s leadership council, earning valuable planning skills she exercises in leading the growing Super Stars staff and implementing and further formalizing the Super Stars Literacy program. Additionally, her experience in working as a Corps Member Advisor with Teach For America has contributed to the implementation of Super Stars new lesson planning templates, school day curriculum alignment and updated coaching model support for its Group Leaders. She is currently in progress of receiving her Administrative Credential from California State University, East Bay.

R	Erin Dolan Assistant Professor Virginia Tech See Bio Erin Dolan is the Assistant Professor at the Department of Biochemistry at Virginia Tech. Their interest is in partnering with high school and college educators to design programs and learning experiences that help students develop a deeper understanding of the applications and implications of biotechnology and the process of scientific inquiry. In particular, they are interested in investigating and documenting the development, progress, and impacts of biology education efforts on the teaching and learning of concepts in biotechnology, genetics, and genomics, as well as scientific inquiry and the nature of science. The primary venue for their research is the Fralin Biotechnology Center's well-developed pre-college education, outreach, and partnership program

R	Eva Baker Professor, Psych Studies Education UCLA, Graduate School of Education Information Studies See Bio Eva Baker is the Professor of Psych Studies Education at UCLA Graduate School of Education Information Studies. Her research addresses assessment and accountability models, the design and validation of technology-based learning and assessment systems, and new models to measure complex human performance in large-scale assessments. Professor Baker is involved in international, national, and state policy deliberations on assessment. She is the current chair of the Board on Testing and Assessment of the National Research Council. She co-chaired the committee that produced Standards for Educational and Psychological Testing published in 1999. She directs UCLA's Center for the Study of Evaluation (CSE) and co-directs the National Center for Research on Evaluation, Standards, and Student Testing (CRESST). She received her Ed.D. from University of California, Los Angeles.

N	Frances McLaughlin Chief Operating Officer Education Pioneers See Bio Frances McLaughlin, Chief Operating Officer at Education Pioneers, has extensive experience in for- and non-profit organizations. Prior to joining Education Pioneers in early 2009, Frances was a Senior Director at the Broad Foundation, a Los Angeles-based venture philanthropy. There she was responsible for the foundation's investments in organizations which build leadership capacity in public education. Frances previously served as executive vice president of the Council on International Educational Exchange (CIEE), a nonprofit organization and market leader in the fields of study abroad and international student exchange. In addition to developing new business activities, over the course of her ten years at CIEE, she also served as chief operating officer of the organization's largest division, managing operations in Asia, Australia, Europe and the United States. Prior to CIEE, Frances was the director of North American marketing and sales for the EF International Language Schools, and also worked as a regional director for Teach for America. Frances has a bachelor's degree in history and art history and an Executive Management Certificate from Columbia University.

R	Glenn Stevens Professor, Mathematics Boston University See Bio Glenn Stevens is a Professor in Mathematics at the College of Arts & Sciences at Boston University. She received her BA in University of California, Santa Barbara, and her PhD from Harvard University.

F	Gretchen Sims Director of Strategic Initiatives The Joyce Foundation See Bio Gretchen Sims is the Director of Strategic Initiatives at the Joyce Foundation in Chicago, a regional foundation with $800 million in assets that makes grants of approximately $8 million a year in the area of education. She was previously the education program manager at the Joyce Foundation. The foundation works to close the achievement gap that separates low-income and minority children from their peers by expanding their access to educational opportunities in early childhood, improving the quality of teachers they encounter in school, and exploring such innovations as small schools and charter schools. She served as domestic policy adviser for education and family issues to Senator Bill Bradley in his 2000 presidential campaign and has worked for the Council on Foreign Relations (New York), Cable News Network (Washington, D.C.), and the Kennedy School of Government at Harvard University. Ms. Sims holds a Ph.D. and M.A. in political science from Stanford University.

F	Guillermina Winnie Hernandez Gallegos Senior Program Officer Fetzer Institute See Bio Guillermina Hernandez Gallegos is the Senior Program Officer at the Fetzer Institute. As Senior Program Officer, Guillermina Hernandez-Gallegos, Ph.D., leads the program team focused on individual and community transformation. She came to the Fetzer Institute from the W.K. Kellogg Foundation in 2006, where she most recently served as program director and policy coordinator for their youth and education programming unit. During her 13 year career at W.K. Kellogg, Guillermina provided leadership to the foundation’s work on social and economic development by chairing a foundation-wide steering committee. She also participated in helping the organization develop programming and internal approaches to capitalize on diversity. Previously she served as director of research and planning with the United Way of Massachusetts Bay in Boston. Guillermina worked as a research associate with the National Health Policy Center and the Center for Long-Term Care at Brandies University in Waltham, MA. Earlier in her career, she has also worked as a community organizer and social worker. Hernandez-Gallegos earned her master's degree in public Administration from The John F. Kennedy School of Public Administration at Harvard University and her doctorate in social welfare policy from Brandeis University. Her publications include several book chapters and articles focusing on cultural diversity, the aging process, and long-term care and health policy issues.

R	Harris Sokoloff Adjunct Associate Professor University of Pennsylvania, Graduate School of Education See Bio As the director of the Center for School Study Councils, Dr. Sokoloff is responsible for working with school superintendents, school boards, and district staff to help them keep pace with state-of-the-art educational and management theory, research, and practice. In that role, he develops and conducts more than 50 workshops and seminars on educational leadership issues each academic year for school superintendents in Pennsylvania and New Jersey. His initiatives with school districts and community organizations include a variety of projects to create opportunities to engage students in school and community problem-solving, as well as to build stronger, more productive relationships between schools and their communities. For example, he worked with high school students, teachers, and community officials in Bensalem Township (Pa.) to develop community-based principles and designs for developing the waterfront there. In the Camp Hill School District (Pa.), he worked with the district and community to provide common-ground values-based principles that provided the foundation for the construction of a community performing arts center. In the Hopewell Valley School District (N.J.), Dr. Sokoloff guided the district in creating a "community agenda" of values and goals that could serve as a touchstone for the district's educational strategic planning efforts. He developed the Franklin Conference on School Design as well as the National Summit on School Design for the American Architecture Foundation. Dr. Sokoloff is on the advisory boards for the National Liberty Museum and Education Center, Perelman Jewish Day School, American Theater Arts for Youth, and Education Policy Leadership Center and is an associate of the Kettering Foundation. As founder and director of the Penn Project for Civic Engagement (PPCE), he has designed and implemented community engagement projects ranging locally and nationally. His Citizen Voices, a project of the Philadelphia Inquirer Editorial Board, won the National Batten Award for Civic Journalism. PPCE sponsors the Civic Engagement Institute, a summer institute at Penn GSE that focuses on teaching the theory and practice of deliberative democracy. He received his Ph.D. in Foundations of Education from Syracuse University; M.Ed. in Philosophy of Education from Temple University, and B.A. in Philosophy (Sociology and Psychology minors) from Temple University.

F	Holly Nuechterlein Grant Program Manager Louis Calder Foundation See Bio Holly Nuechterlein is the Grant Program Manager for Louis Calder Foundation. Based in Connecticut, the Louis Calder Foundation seeks to promote the educational and scholastic development of children and youth by improving academic content at charter and parochial schools and at community based organizations.

O	Iris Oliver Associate HCM Strategists See Bio Iris Oliver possesses a unique perspective on education issues from the legislative, program, and policy levels. As an Associate at HCM Strategists, Ms. Oliver provides policy expertise, research, and support to education clients. Most recently Ms. Oliver served as a Senior Policy Analyst to the Under Secretary of Education where she helped coordinate outreach for the American Competitiveness and National SMART grant programs. Before joining the Office of the Under Secretary, Ms. Oliver worked on tracking and analyzing NCLB and the COMPETES act for the policy office. While she worked in the Office of Postsecondary Education, she promoted the National Security Language Initiative by coordinating interagency efforts, working with community stakeholders, and advocating on the Hill. Ms. Oliver is currently working on her Master Degree in Public Policy from George Mason University and has her Bachelor’s Degree in Political Science from Goucher College in Baltimore, MD.

R	James Lytle Professor University of Pennsylvania, Graduate School of Education See Bio James H. (Torch) Lytle has most recently been superintendent for the Trenton (New Jersey) Public Schools, where he led an aggressive effort to implement New Jersey’s urban education reform initiative. Prior to his appointment in Trenton in August 1998, he served in a variety of capacities in the School District of Philadelphia as an elementary, middle, and high school principal; executive director for planning, research, and evaluation; regional superintendent; and assistant superintendent. He has been a Peace Corps volunteer in the Philippines and a high school English teacher. Dr. Lytle has been active in a number of national professional organizations, including the Council of Great City Schools, the Cross Cities Campaign, the Wallace Foundation Leaders Count project, and the American Educational Research Association. He has written and presented frequently on matters relating to the improvement of urban schooling. His research interests relate to increasing the efficacy of urban public schools and leading school reform efforts. Before his appointment as Practice Professor, Dr. Lytle was an adjunct faculty member at GSE, teaching courses in Urban Education, Organizational Theory, and Resource Allocation. In his current role, he works in several areas, including school and district leadership, the emergent marketization of public education, urban school reform, and the intersections of school leadership and entrepreneurship. Dr. Lytle coordinates Penn's education management relationship with the School District of Philadelphia; currently Penn provides management support for two elementary schools in West Philadelphia and jointly operates a third, the Penn Alexander School.

R	Janelle Scott Assistant Professor, Policy, Organization, Measurement, and Evaluation University of California, Berkeley, Graduate School of Education See Bio Janelle Scott is an Assistant Professor in the Graduate School of Education and the Department of African American Studies. Her research centers on three related policy strands: the racial politics of public education, the politics of school choice, and the role of private sector actors in shaping public education. Her current research examines the relationship between philanthropy and school choice policy in urban communities. She is a 2008-2009 National Academy of Education-Spencer Foundation Postdoctoral Fellow, and the editor of School choice and diversity: What the evidence says (2005 Teachers College Press). She received her Ph.D. from University of California, Los Angeles on Education Policy, and her B.A. also from University of California, Berkeley for Political Science.

N	Janice Crawford Executive Director, Memphis New Leaders for New Schools See Bio Janice has returned to Memphis after serving as a Senior Fellow with the Ball Foundation, outside of Chicago. The Foundation partners with urban school districts to help create high performance education systems in which all children learn at high levels regardless of race, national origin, socioeconomic status, native language, or culture. Her experience includes implementing principles of whole system transformation with school and district staff, strategic planning, and supporting professional learning communities. Prior to joining the Foundation, Janice served as Executive Director for Communications and Administrative Services for Memphis City Schools, where she also taught high school English. Janice has also worked for the Los Angeles County Office of Education and Chancellor's Office and the California State University System. She received her BA in journalism/education/English from the University of Memphis and MA in public relations/education from Rowan College.

R	Janine Remillard Associate Professor; Chair, Foundations and Practices of Education University of Pennsylvania, Graduate School of Education See Bio After teaching at an independent school in St. Louis, Dr. Remillard earned a Ph.D. from Michigan State University in Curriculum, Teaching, and Educational Policy, with a focus on mathematics teaching and learning. While at Michigan State, Dr. Remillard taught mathematics in a Lansing public elementary school and coordinated professional development activities in mathematics at the school. In 1994, she joined the faculty of the University of Utah. In the fall of 1997, she joined the faculty of Penn GSE, where she serves as one of the primary faculty in the Teacher Education program and in the Teaching, Learning, and Curriculum specialization in the Foundations and Practices of Education division. In 1999, she was awarded an Early Career research grant from the National Science Foundation to support her project "Learning to Teach Mathematics in Urban Classrooms." She is currently a co-P.I. for a Center for Learning and Teaching, funded by the National Science Foundation in January 2004. MetroMath: The Center for Mathematics in America's Cities is devoted to improving mathematics teaching and learning in urban communities and classrooms. In 2009, Remillard was appointed to serve on the U.S. National Commission on Mathematics Instruction, authorized by the National Academy of Science.

F	Jason Rohloff Senior Program Officer Gates Foundation See Bio Jason Rohloff is the Senior Program Officer at the Gates Foundation. He was previously the Federal Affairs Director at the State of Minnesota.

N	Jason Weeby Bay Area Program Director Education Pioneers See Bio Jason Weeby joined Education Pioneers in the summer of 2007 as a Bay Area Fellow. He worked at Envision Schools where he was tasked with researching the current performance management practices in the non-profit, private, and education sectors. Jason began his career serving youth as a treatment provider in a residential crisis unit in Kalamazoo, Michigan before teaching middle school Language Arts and Social Studies at Kazoo School, a small, independent, K-8 school. While he was teaching, Jason undertook a two-year action research project examining federal and local support mechanisms for special needs students in independent schools. While earning his Bachelor’s degree in Secondary Education–English and Environmental studies from Western Michigan University, Jason founded and coordinated the Gibbs House for Environmental Research and Education. The residential fellowship program allows outstanding WMU environmental studies students to engage in pertinent, community-based research projects. Jason’s experience also includes teaching Developmental Writing to WMU freshman, directing a writing camp for middle school students, and playing for and coaching WMU’s men’s lacrosse team.

R	Jeanne Brooks-Gunn Virginia and Leonard Marx Professor of Child Development and Education, Teachers College and College of Physicians and Surgeons, Columbia University; Co-director, National Center for Children and Families; Co-director, Columbia University Institute for Child and Family Policy. Columbia University, Teachers College See Bio Jeanne Brooks-Gunn's scholarly interest is in child and family policy and programs; early childhood interventions and education; adolescent transitions and development; neighborhoods, communities and poverty; growing up female; design implementation and analyses of large, national, long-term follow-up studies of children, youth, and families. Dr. Brooks-Gunn is the author of four books, 12 edited volumes and over 500 publications. She has received multiple honors and awards for her work. She received the 2009 Election to the Institute of Medicine of the National Academies, 2009 Honorary Doctorate of Science from Northwestern University, 2005 Distinguished Contributions to the Public Policy for Children Award from the Society for Research in Child Development, and many others.

R	Jeffrey Henig Professor, Political Science and Education and Politics & Education Program Coordinator Columbia University See Bio Jeffrey R. Henig is a professor of political science and education at Teachers College, and professor of political science at Columbia University. He earned his B.A. at Cornell University in 1973, and his Ph.D. at Northwestern University in 1978. Before coming to Teachers College, he taught at George Washington University, where he served as Director of the Center for Washington Area Studies, and as Professor and Chair in the Department of Political Science. His research over the years has focused on the boundary between private action and public action in addressing social problems. Most recently, he has been focusing on the politics of school choice, charter schools, and coalition-building for urban school reform. His books include Neighborhood Mobilization: Redevelopment and Response (Rutgers, 1982); Public Policy and Federalism (St. Martins, 1985); Rethinking School Choice: Limits of the Market Metaphor (Princeton, 1994), Shrinking the State: The Political Underpinnings of Privatization (Cambridge, 1998), The Color of School Reform: Race, Politics and the Challenge of Urban Education (Princeton, 1999), named by the Urban Politics Section of the American Political Science Association as the "Best book written on urban politics" in 1999; Building Civic Capacity: The Politics of Reforming Urban Schools (Kansas, 2001), named by the Urban Politics Section of the American Political Science Association as the "best book written on on urban politics" in 2001; Mayors in the Middle: Politics, Race, and Mayoral Control of Urban Schools, (Princeton 2004); and Spin Cycle: How Research Gets Used in Policy Debates, The Case of Charter Schools (Russell Sage Foundation Press, 2008).

O	Jennifer Holleran Consultant Self Employed See Bio Jennifer Holleran is a consultant for education at the Broad Foundation, which has assets of $2.1 billion, and funds education, science, and the arts. She studied at Harvard University.

F	Joe Siedlecki Program Officer, Education Michael and Susan Dell Foundation See Bio Joe Siedlecki is the Program Officer at the Michael and Susan Dell Foundation. Previously he was Examiner at White House Office of Management and Budget, Graduate Researcher at Ray Marshall Center at the University of Texas at Austin, and Senior Consultant at Deloitte Consulting. He receied his MPA in Public Policy from The University of Texas at Austin, and received his BSE, Business & Economics from University of Pennsylvania.

O	Joel Klein Chancellor New York City Department of Education See Bio Joel I. Klein became New York City schools chancellor in July 2002 after serving in the highest levels of government and business. As Chancellor, he oversees over 1,600 schools with 1.1 million students, 136,000 employees, and a $21-billion operating budget.When Mayor Michael R. Bloomberg appointed Mr. Klein, a graduate of New York City public schools, as the first Chancellor of the newly-reorganized Department of Education, he called the new Chancellor “a true leader who never shies away from the tough and sometimes controversial decisions that are necessary to implement change.”Mr. Klein’s comprehensive education reform program, Children First, is transforming the nation's largest public school system into a system of great schools. The first steps of the reform effort included ending social promotion in third, fifth, seventh, and eighth grades; creating a wide array of academic supports for struggling students; establishing new supports for parents, including putting a parent coordinator in nearly every school; and expanding small schools and charter schools to provide more high-quality educational options for students. The second phase of Children First involved restructuring the system, changing how schools are operated and supported, and giving principals greater control over how they run their schools while holding them accountable for results. These initiatives have made a real difference for New York City students -- achievement is up, students and families have more and better choices, schools are safer, and principals are more empowered.Before Mr. Klein became Chancellor, he was chairman and chief executive officer of Bertelsmann, Inc., and chief U.S. liaison officer to Bertelsmann AG from January 2001 to July 2002. Bertelsmann, one of the world’s largest media companies, has annual revenues exceeding $20 billion and employs more than 76,000 people in 54 countries.From 1997 to 2001, Mr. Klein was assistant attorney general in charge of the U.S. Department of Justice’s antitrust division. Serving one of the longest tenures ever as head of the 700-lawyer division, Klein led landmark cases against Microsoft, WorldCom/Sprint, Visa/Mastercard, and General Electric, prevailing in a large majority of cases. Mr. Klein was widely credited with transforming the antitrust division into one of the Clinton Administration’s greatest successes. He also served as Acting Assistant Attorney General and as the antitrust division’s principal Deputy Assistant Attorney General. His appointment to the U.S. Justice Department came after Klein served two years (1993-95) as deputy counsel to President William J. Clinton.Mr. Klein has had a long-standing interest in educational issues. During a leave of absence from law school in 1969, he studied at New York University’s School of Education and later taught math to sixth-graders at a public school in Queens. Mr. Klein has served as a visiting and adjunct professor at the Georgetown University Law Center and has published several articles in both scholarly and popular journal.Mr. Klein was born in New York City on October 25, 1946. He attended the city’s public schools and graduated from William Cullen Bryant High School in 1963. He then received his BA from Columbia University, from which he graduated magna cum laude/Phi Beta Kappa in 1967. Mr. Klein went on to earn his J.D. from Harvard Law School in 1971, again graduating magna cum laude. He is married to Nicole Seligman.

R	John DeFlaminis Executive Director, Penn Center for Educational Leadership; Adjunct Professor of Education University of Pennsylvania, Graduate School of Education See Bio Dr. DeFlaminis completed his Ph.D. in 1975 at the University of Oregon and its Center for Educational Policy and Management with special areas of concentration in administration and organizational psychology. His research involvement in the Center focused on team teaching and leadership development. Throughout his career, his teaching has ranged from elementary through university work. After completing his doctorate, he taught for four years at the University of Louisville and assisted in the development of a doctoral program for school leaders. During that period, he also wrote and administered several federally funded and state-funded proposals targeted to leadership development and delivery of training to field administrators. Prior to joining Penn’s Graduate School of Education, Dr. DeFlaminis was superintendent of the Radnor Township School district for 17 years. Through those years, he provided leadership in the direction and development of extensive planning processes in the district, including strategic plans, capital improvement plans, comprehensive staff development plans, curriculum development plans, and district-wide technology plans. He also developed extensive evaluation processes at all levels, including administrative and teacher performance appraisal systems, and extensive program evaluations in six major areas including management services. Throughout his tenure at Radnor, his priority was the continued development of an excellent education system. His priorities included the development and implementation of a standards-based system in all curricular areas with international benchmark emphases and comprehensive performance assessments from kindergarten through grade 12. Comprehensive professional development and program development processes emphasizing state-of-the-art training and curricular updating occurred in all program areas with the addition of peer coaching, enhancement of thinking skills, and other important supports for a strong academic program. Dr. DeFlaminis has consulted with the U.S. Department of Education, several state departments of education, rural and urban school districts, administrative organizations, private business organizations, and the Kettering Foundation. He has conducted hundreds of workshops and delivered keynote speeches in many areas, but especially those related to key management processes, such as motivation, leadership, and change. Since 1987, he has served as an adjunct faculty member of several colleges and universities, including the University of Pennsylvania. He has also served on and led several statewide organizations, including the Pennsylvania Educational Research Association, the Council of Organizations in Education, the School Districts in Support of Excellence and Equity, and the Council of Superintendents of Delaware County. He has been a board member in many organizations, including the Pennsylvania Association of School Administrators, the United Way of Southeastern Pennsylvania, Cabrini College, the Main Line Chamber of Commerce, and the Haverford School.

N	Jonathan Cowan Chief Research, Design, & Innovation Officer KIPP Foundation See Bio As the Chief Research, Design & Innovation (RDI) Officer, Jonathan is responsible for leading the RDI team's efforts to support the KIPP network in getting better as we get bigger by: (1) leading network-wide innovation efforts in support of KIPP's regions and schools; (2) enabling local, grassroots innovation to have a broader impact by identifying what's working and helping to catalyze and disseminate it; and (3) driving ongoing insight via research and analysis that feeds KIPP's innovation pipeline. Prior to joining KIPP, Jonathan spent over 10 years at The Boston Consulting Group (BCG) where he assisted senior executives of large, complex organizations in addressing strategic, operational, and organizational issues and in managing large scale change. As a principal and partner at BCG, Jonathan spent several years helping to build and lead BCG's public education practice. Jonathan has an MBA from Harvard Business School, an MPA from Harvard's Kennedy School of Government, and a BS in applied mathematics from Yale University. Jonathan and his wife Kris have two young sons.

R	Jonathan Zimmerman Professor of History and Education, Department Chair New York University, Steinhardt School of Culture, Education, and Human Development See Bio Jonathan Zimmerman is Professor of Education and History and Director of the History of Education Program, Steinhardt School of Culture, Education, and Human Development. He also holds an appointment in the Department of History of NYU's Graduate School of Arts and Sciences. A former Peace Corps volunteer and high school teacher, Zimmerman is the author of Small Wonder: The Little Red Schoolhouse in History and Memory (Yale, 2009), Innocents Abroad: American Teachers in the American Century (Harvard, 2006), Whose America? Culture Wars in the Public Schools (Harvard, 2002), and Distilling Democracy: Alcohol Education in America's Public Schools, 1880-1925 (Kansas, 1999). His academic articles have appeared in the Journal of American History, the Teachers College Record, and History of Education Quarterly. Zimmerman is also a frequent op-ed contributor to the New York Times, the Washington Post, the New Republic, and other popular newspapers and magazines.

N	Jonathan Schorr Partner New Schools Venture Fund See Bio Jonathan Schorr is a partner in the San Francisco office of the NewSchools Venture Fund. Jonathan leads NewSchools’ field-building efforts, including the annual Summit and the Community of Practice, and oversees NewSchools’ policy advocacy, publications and public relations, as well as data analysis. In addition, like other Partners, Jonathan has responsibility for investment strategy and management.Jonathan brings to NewSchools experience in both entrepreneurial education reform and in communications. Prior to joining NewSchools, Jonathan served as Director of New Initiatives at the KIPP (Knowledge Is Power Program) Foundation, a network of high-performing inner-city public schools. There, he led the Foundation’s work in elementary schools and high schools, and its services to its alumni nationwide.Jonathan has worked as an author, journalist and teacher. Schorr’s critically acclaimed first book, titled Hard Lessons: The Promise of an Inner-City Charter School, was published by Ballantine Books in the fall of 2002. The book was written under a fellowship from the Open Society Institute, where Schorr was a fellow. Previously, Schorr was an education reporter with Oakland Tribune, and also has written on education in the New York Times, the Los Angeles Times, Education Week, The Nation, Teacher Magazine, the Washington Monthly, Salon.com, and other publications. His writing has won numerous awards, including a national education writers award and the Outstanding Young Journalist prize from the Northern California Society of Professional Journalists.Born and raised in Washington, D.C., Jonathan graduated from Yale University with a degree in sociology in 1990. He taught public high school for three years in Southern California as a member of the founding corps of Teach For America before moving to Oakland, California, where he has lived since 1994.

F	Julie Pippenger COO Andre Agassi Foundation for Education See Bio Julie Pippenger is the Chief Operating Officer of the Andre Agassi Foundation for Education, she joined the Foundation in 1997. For two years, she also served as Chief Operating Officer for the Andre Agassi College Preparatory Academy, a Clark County independent public charter school. In these capacities, she was involved on a daily basis with myriad activities pertaining to both the Foundation and Agassi Prep, including overseeing design and construction of the school and subsequent expansions (a $40 million project), managing fiscal affairs, strategic planning, coordinating fund-raising efforts such as the annual Grand Slam For Children (which over the past 14 years has raised more than $70 million), and submitting grant applications to various funding sources. Prior to her current position, Julie served as a special events supervisor for the MGM Grand Hotel and Casino’s Grand Garden Arena in Las Vegas and worked on the Grand Slam for Children event, which eventually led her to join the Foundation in 1997.Julie received her BS in Travel and Tourism from Niagara University in New York, and has served on numerous boards in the Las Vegas area, such as, the Boys & Girls Club of Las Vegas for which the Foundation funded and built the Andre Agassi Boys & Girls Club that opened in 1998. Her contributions to the community have garnered several awards including the “Woman & Youth” award in 2000 as well as a “Hometown Heroes” award in 2006.

R	Karen Mapp Director, Education Policy and Management Program Harvard University, Graduate School of Education See Bio Karen L. Mapp is a lecturer on education at Harvard Graduate School of Education (HGSE). Her research and practice expertise is in the areas of educational leadership and educational partnerships among schools, families, and community members. Mapp joined HGSE in January 2005 after serving for 18 months as the interim deputy superintendent of Family and Community Engagement for the Boston Public Schools (BPS). While working with the BPS, she continued to fulfill her duties as president of the Institute for Responsive Education (IRE), a research, policy, and advocacy organization that conducts research on and advocates for effective school, family, and community partnerships that support the educational development of children. Mapp joined IRE in 1997 as project director for the Boston Community Partners for Students' Success initiative. She was appointed vice president in May 1998 and president in September 1998. Mapp holds a doctorate and master's of education from HGSE in Administration, Planning, and Social Policy, a master's in Counselor Education from Southern Connecticut State University, and a bachelor's degree in psychology from Trinity College in Hartford, Connecticut. In 1997, she was awarded a Spencer Dissertation Fellowship for her research on how and why families are involved in their children's educational development. She is the author of "Making the Connection between Families and Schools," published by the Harvard Education Letter (1997) and "Having Their Say: Parents Describe How and Why They Are Engaged in Their Children's Learning" in the School Community Journal (2002). She also coauthored with Anne Henderson A New Wave of Evidence: The Impact of School, Family and Community Connections on Student Achievement (2002).

N	Kati Haycock President The Education Trust See Bio Kati is one of the nation’s leading child advocates in education. She previously served as executive vice president of the Children's Defense Fund, the nation's largest child-advocacy organization. A native Californian, Haycock founded and served as president of the Achievement Council, a statewide organization that helps teachers and principals in predominantly minority schools improve student achievement. Before that, she served as director of the outreach and student affirmative-action programs for the nine-campus University of California System.

O	Katie Bouton Founder & President Koya Consulting LLC See Bio Katie is an organizational development professional with over fifteen years of experience in both the nonprofit and for profit sectors. Koya Consulting is an outgrowth of Katie’s belief that the right person really can make a difference and her commitment to helping nonprofit organizations fulfill their mission. Katie has worked with a wide variety of national and international nonprofit organizations, conducting searches at all levels, with a focus on recruiting senior leadership.Katie also has expertise in leadership and retention initiatives, employee relations, benefits/compensation, and employee communications. She has developed and executed professional development trainings on a variety of topics, from leadership development to recruitment and retention best practices. She takes on a number of select consulting projects each year in the area of organizational development, most recently with The New Teacher Project.Katie began her career in the public sector as a human resources generalist at the Institute for Teaching and Research on Women and the Women's Law Center of Maryland. She then moved to the private sector, working as a human resources manager for several mid-size corporations. She has also worked as an executive recruiter for the healthcare and public relations fields and has been an adjunct faculty member in human resources at North Shore Community College. She holds a Master of Science in Organizational Development from Towson University. She consults to a number of nonprofit boards, including Girl's Leap and the Red Hook Initiative.

F	Kavitha Mediratta Program Officer, Education New York Community Trust See Bio Before joining The Trust in 2009, Kavitha was responsible for the Youth Organizing and Community Organizing Research projects at the Annenberg Institute for School Reform of Brown University. She was principal investigator of a six year study of community organizing for school reform, and is the lead author of Community Organizing for Stronger Schools: Strategies and Successes, to be released in the fall of 2009. Kavitha’s work in community organizing began in 1995, when she joined the staff of the Institute for Education and Social Policy at NYU, where she helped develop its Community Involvement Program.Previously, Kavitha served as a Warren Weaver Fellow at the Rockefeller Foundation. She also worked with public school teachers as a staff developer with the Institute for Urban and Minority Education at Columbia University's Teachers College. She has taught in elementary and middle schools in southern India, Chicago, and New Jersey. Kavitha has a B.A. from Amherst College, a Masters of Education from Columbia University’s Teachers College and is currently working towards a PhD in education from NYU.

N	Ken Zeff Chief Operating Officer Greendot Public Schools See Bio Ken Zeff is the Chief Operating Officer of Green Dot Public Schools. He previously served as Chief Operating Officer of ICEF Public Schools, a charter management organization that serves disadvantaged students in south Los Angeles. Previously Ken had been appointed as a Senior Consultant for Policy Development in the Office of the Secretary at the U.S. Department of Education. In that role, he worked primarily on the Administration's blueprint for No Child Left Behind reauthorization. Ken was also awarded a White House Fellowship which he spent at the White House Office of Management and Budget. Before his time in Washington, Ken worked for the Superintendent of San Diego City Schools as a Broad Resident where he managed the campaign for universal preschool access for all four year olds in the district. As a manager at Deloitte Consulting, he led process redesign, strategic planning, and financial management projects for Fortune 500 companies. Ken also took a leave of absence from Deloitte to create computer learning centers in the inner city of Seattle as a member of AmeriCorps*VISTA. Ken received his BA in Economics from the University of Michigan and his MBA from The Wharton School at the University of Pennsylvania.

F	Kristi Kimball Program Officer, Education The William & Flora Hewlett Foundation See Bio Kristi Kimball is a Program Officer at the William and Flora Hewlett Foundation and makes about $10 million in grants annually to improve k-12 education in California, mainly through changes in state policy to redesign school finance, build education data systems and increase college readiness. At the foundation, she has helped design special initiatives to increase arts education in schools, to improve the quality of education in developing countries, to reform California’s dysfunctional budget process and political governance system, and to pilot a new business model for the withering media sector. Kristi's background includes serving in the U.S. Department of Education during the Clinton Administration, where she worked on the reauthorization of the Higher Education Act, school construction and modernization, charter schools and school choice issues. She also worked as a Research Associate at the Urban Institute, where she helped evaluate national progress in implementing standards-based reform, and as an education staffer on the Senate Health, Education, Labor and Pensions Committee. Most recently, Kristi worked on state legislation and local policy reforms related to smart growth as the California Deputy Director of the Surface Transportation Policy Project. Kristi holds a B.A. from Dartmouth College, and an M.P.A. from the Woodrow Wilson School at Princeton University.

R	Kurt Fischer Charles Bigelow Professor of Education; Director, Mind, Brain, and Education Program Harvard University, Graduate School of Education See Bio Fischer studies cognitive and emotional development and learning from birth through adulthood, combining analysis of the commonalities across people with the diversity of pathways of learning and development. His work focuses on the organization of behavior and the ways it changes, especially with development, learning, emotion, and culture. In dynamic skill theory, he provides a single framework to analyze how organismic and environmental factors contribute to the rich variety of developmental change and learning across and within people. His research includes students’ learning and problem solving, brain development, concepts of self in relationships, cultural contributions to social-cognitive development, early reading skills, emotions, child abuse, and brain development. One product of his research is a single scale for measuring learning, teaching, and curriculum across domains, which is being used to assess and coordinate key aspects of pedagogy and assessment in schools. Fischer has been visiting professor or visiting scholar at University of Geneva (Switzerland), University of Pennsylvania, University of Groningen (Netherlands), Nanjing Normal University (China), and the Center for Advanced Study in the Behavioral Sciences (Stanford). He is the author of “Dynamic Development of Action, Thought, and Emotion” in the Handbook of Child Psychology (Volume 1), Human Behavior and the Developing Brain, Mind, Brain, and Education in Reading Disorders, and a dozen other books, as well as over 200 scientific articles. Leading an international movement to connect biology and cognitive science to education, he is founding president of the International Mind, Brain, and Education Society and founding editor of the new journal Mind, Brain, and Education.

R	Laura Desimone Associate Professor University of Pennsylvania, Graduate School of Education See Bio Dr. Desimone joined the faculty as associate professor in 2007. Prior to her appointment at Penn GSE, she served on the faculty at Vanderbilt University, worked as a senior research scientist at the American Institutes for Research, and was a post-doctoral research associate at Yale University‘s Bush Center in Child Development and Social Policy. She also was a researcher at RAND in Washington, D.C., and at the Frank Porter Graham Child Development Center in Chapel Hill, North Carolina. Dr. Desimone studies how state, district, and school-level policy can better promote changes in teaching that lead to improved student achievement and to closing the achievement gap between advantaged and disadvantaged students. Her work contributes to theory, and informs policy and classroom practice. Dr. Desimone’s research covers three main areas: policy effects on teaching and learning, policy implementation, and the improvement of methods for studying policy effects and implementation (e.g., improving the quality of surveys and the appropriate use of multiple methodologies). She studies all levels of the system (national, state, district, school, and classroom), and focuses on three policy areas at the forefront of education reform: standards-based reform, comprehensive school reform, and teacher quality initiatives (e.g., teachers’ professional development, induction).Dr. Desimone’s work has been published in peer-reviewed journals, including American Education Research Journal, Educational Evaluation and Policy Analysis, Review of Research in Education, Educational Policy, Educational Administration Quarterly, and Teachers College Record. Her work has been supported by grants from the Department of Education, the National Science Foundation, and the Spencer Foundation. Dr. Desimone was a National Academy of Education post-doctoral fellow in 2002-2003. Dr. Desimone serves in technical advisory roles to several national organizations, including the National Board of Professional Teaching Standards, the Comprehensive School Reform Clearinghouse, and the National Study of No Child Left Behind. She is on the editorial boards of Educational Administration Quarterly and Educational Researcher. She is currently principal investigator on a National Science Foundation Teacher’s Professional Continuum (TPC) grant awarded in April 2006—a five-year study of new middle-school mathematics teachers in several districts in two states, charting the effects of their induction/professional development on knowledge growth, changes in instruction, and improvements in student achievement. Her other research examines the relationship between policy, professional development, and instruction aligned to standards and assessments. She is also studying the role of teacher and teaching quality in closing the achievement gap in the early grades.

R	Lewis (Harry) Spence Professor of Practice; Co-Director, Doctor of Education Leadership Program Harvard University, Graduate School of Education See Bio Harry Spence served from December 2001 until June 2007 as Commissioner of the Massachusetts Department of Social Services, where he was responsible for the Commonwealth's child welfare program, supervising 3,400 employees, with an annual budget of $750 million. He developed the next generation child welfare practice model, which involved the teaming of social workers, a national innovation that won the Kennedy School Innovations in Government Award in 2006. He served from 1995 to 2000 as the Deputy Chancellor for Operations for the New York City Board of Education, and from 1991 to 1995 in the Commonwealth of Massachusetts Executive Office of Administration and Finance as the Receiver for the City of Chelsea, where his responsibilities included the rebuilding of the city school system and enactment of municipal charter reform. He has provided consulting services to major national organizations with a focus on education, and held a Lecturer appointment at the Kennedy School of Government from 1988 to 1991. Mr. Spence holds a J.D. from Harvard Law School (1974).

F	Linda Verhulp Executive Director Morgan Family Foundation See Bio Linda Verhulp is the Executive Director for the Morgan Family Foundation, a private foundation that focuses its philanthropic goals on youth, education, the environment and stewardship. Linda was raised in Palo Alto; she returned after many years away by way of Los Angeles, Saudi Arabia and London. While overseas, Linda was General Manager of the employees’ association for the United States Embassy in Riyadh, Saudi Arabia. Linda’s professional experience includes management positions in finance, operations and marketing in both the non-profit and for profit sectors.Linda is actively engaged at her children’s schools volunteering in various capacities. She has served on both the JLS Site Council and the PTA Executive Board; she is currently a member of the Palo Verde Elementary School Site Council. She has also served as Board President and Treasurer at her children’s childcare center. Linda and her husband, Rod, have two children in Palo Alto schools – a son at Gunn and a daughter at Palo Verde. Linda holds an Economics degree from UCLA.

N	Linda Colon Program Manager AED See Bio Educational Equity Concepts (EEC) at AED is an outgrowth of Educational Equity Concepts, a national not-for-profit organization with a 22-year history of promoting educational excellence for all children. Linda has been participating in program development, training, and technical assistance with the EEC team since 1983. As program manager, she provides oversight for financial, contractual, and reporting functions for all of EEC’s programs. She is co-author of After-School Science PLUS, After-School Math PLUS, Playtime is Science, and Including All of Us. Linda has provided bilingual training in Spanish and English for many of EEC’s programs and has served on a number of community organization boards and school-based leadership teams. She holds a B.A. degree from Hunter College and is a graduate of the Institute for Not-for-Profit Management, Columbia University. Linda is the recipient of a 2008 Tickton Fellowship at AED.

N	Lynette Guastaferro Executive Director Teaching Matters See Bio Ms. Guastaferro leads Teaching Matters with her unique blend of business management consulting, technology innovation, and teaching experience. As a former senior consultant for Price Waterhouse Coopers’ Policy Research and Analysis group, she advised government and educational agencies on how to improve performance through innovative technology and effective management. Her work on education reform led her to inner-city Baltimore, where she taught elementary school and created a technology-based learning support lab for literacy and mathematics. She joined Teaching Matters in 1997 as Director of Planning and created and launched @School Anytime, the organization’s award-winning on-line training program. Ms. Guastaferro was also a lead consultant on the early design and development of SchoolNet, one of the first systems for collecting and analyzing student data. Ms. Guastaferro received an M.B.A. from Columbia University and B.A. from Williams College.

F	Lynn Merz Executive Director Mimi & Peter Haas Fund See Bio Lynn Merz is the Executive Director of the Mimi and Peter Haas Fund, a family foundation located in San Francisco. For over 25 years, the Mimi and Peter Haas Fund has supported programs that provide high quality early childhood education to low-income children in San Francisco through a mix of Trustee and staff-generated grant making activities. Lynn is on the Western Regional Advisory Board for Jumpstart, a leading nonprofit organization in the field of early childhood education.

N	Lynne Munson President and Chief Executive Officer Common Core See Bio Lynne Munson, President and Executive Director of Common Core. Ms. Munson is also president of Six Consulting, Inc., which provides education policy advice and research to clients at the state and national levels. She served as Deputy Chairman of the National Endowment for the Humanities (NEH) from 2001–2005, overseeing all agency operations. During her tenure, the NEH awarded over 3,600 grants totaling more than $442 million for institution-building projects, in addition to basic scholarly research, preservation and archival projects, museum exhibitions, and documentary films.She is also Adjunct Fellow at the Center for College Affordability and Productivity where she writes on the issue of higher education endowment spending. In September 2007, Ms. Munson testified before the Senate Finance Committee on the issue of college and university endowment hoarding and has advised Senate staff regarding potential policy remedies in this area.Ms. Munson led the first United States government delegation to Afghanistan in 2005 to deal with issues of cultural reconstruction. In 2004, she represented the United States at UNESCO meetings in Australia and Japan where she helped to negotiate guidelines for cross-border higher education. In 1998 and 1999 Ms. Munson provided expert testimony on higher education remediation programs to the Board of Trustees of the City University of New York and the Mayor’s Advisory Task Force on CUNY Reform.Ms. Munson is the author of Exhibitionism: Art in an Era of Intolerance (Ivan R. Dee, 2000) and has written on contemporary cultural and educational issues for numerous national publications, including The New York Times, The Wall Street Journal, USA Today, and Inside Higher Education. She has appeared on CNN, FoxNews, CNBC, C-SPAN, and NPR, and speaks to scholarly and public audiences. Ms. Munson earned a bachelor’s degree at Northwestern University.

R	Marcia Linn Professor, Cognition and Development University of California, Berkeley, Graduate School of Education See Bio Marcia Linn directs one of the 13 Centers for Learning and Teaching funded by the National Science Foundation: the Technology-Enhanced Learning in Science (TELS) center. A fellow of the American Association for the Advancement of Science, she investigates science teaching and learning, gender equity, and design of learning environments. In 1998, the Council of Scientific Society Presidents selected her for its first award in educational research. From 1995-96 and 2001-02 she was a fellow at the Center for Advanced Study in the Behavioral Sciences. In 1994, the National Association for Research in Science Teaching presented her with its Award for Lifelong Distinguished Contributions to Science Education. The American Educational Research Association bestowed on her the Willystine Goodsell Award in 1991 and the Women Educator's Research Award in 1982. Twice she has won the Outstanding Paper Award of the Journal of Research in Science Teaching(1975 and 1983). She has accepted invitations to contribute as a Fulbright Professor at the Weizmann Institute in Israel; as a Visiting Fellow at University College, London; and as a Visiting Fellow at the Institute J. J. Rousseau in Geneva, Switzerland, where she worked with Jean Piaget. Her board service includes the American Association for the Advancement of Science board, the Graduate Record Examination board of the Educational Testing Service, the McDonnell Foundation Cognitive Studies in Education Practice board, and the Education and Human Resources Directorate at the National Science Foundation. Her publications include Computers, Teachers, PeersScience Learning Partners, with S. Hsi (Lawrence Erlbaum Associates, 2000); Internet Environments for Science Education, with E. Davis et al. (Lawrence Erlbaum Associates, 2004); "The Tyranny of the Mean: Gender and Expectations," in Notices of the American Mathematical Society(1994); and Designing Pascal Solutions, with M. C. Clancy (W. H. Freeman, 1992). She received her Ph.D. from Stanford University in Educational Psychology.

R	Marco Bravo Assistant Professor, Education San Francisco State University See Bio Marco A. Bravo received his bachelor's degree from Santa Clara University (1994) and received a Masters in Education in Human Development and Psychology from the Harvard Graduate School of Education (1995) where he conducted research in the areas of bilingualism and early childhood reading development. In 2003 Dr. Bravo completed his doctoral studies at the UC Berkeley Graduate School of Education in Language, Literacy and Culture. While at UC Berkeley, Dr. Bravo was a researcher on several national research projects, including the Science Instruction For All (SIFA) and the Responsive Learning Communities projects. He was a Post-Doctoral Fellow at the Lawrence Hall of Science where he authored several children's science trade books as part of a research and curriculum development project aimed at testing the possibilities and limits of science and literacy integration.His current research is funded by a grant from the U.S. Department of Education's Institute of Education Sciences and the National Science Foundation. This quasi-experimental design project probes pre-service teacher dispositions toward teaching science to diverse learners, particularly English Learners. This work is being conducted through the Center for Research on Education Diversity and Excellence (CREDE).Dr. Bravo has presented his research at state, national and international conferences, including the National Science Teachers Association (NSTA) , American Educational Research Association (AERA), International Reading Association (IRA), and the World Congress on Reading. His latest publication is a chapter titled Teaching Vocabulary Through Text and Experience in Content Areas.

R	Martin West Assistant Professor, Education Harvard University, Graduate School of Education See Bio West studies the politics of K-12 education policy in the United States and the effectiveness of reform strategies in improving student achievement. His current projects include studies of the teacher labor market in Florida, the effects of private school competition on student achievement across countries, and Americans’ understanding of and opinions on education policy. His most recent book (co-edited with Joshua Dunn), From Schoolhouse to Courthouse: The Judiciary’s Role in American Education (Brookings Institution Press), examined the increase in judicial involvement in education policymaking over the past 50 years. West serves as an executive editor of Education Next, a journal of opinion and research on education policy, is deputy director of Harvard’s Program on Education Policy and Governance, and is an affiliate of the Taubman Center for State and Local Government at Harvard Kennedy School. Before joining the Harvard faculty, West taught at Brown University and was a research fellow at the Brookings Institution. He received his Ph.D. in Government and Social Policy from Harvard in 2006 and his M.Phil. in Economic and Social History from Oxford University in 2000.

R	Mary Sinkkonen Assistant Professor, Liberal Studies Dominican University of California See Bio Mary Ann Sinkkonen is an Assistant Professor for Liberal Studies at the Dominican University. She received her BS from University of Houston; MA from Sonoma State University; MA from San Francisco State University; and EdD rrom University of San Francisco. Her areas of interests are early childhood education, special education, and education administration.

N	Meg Ansara Chief Operating Officer Stand for Children Leadership Center See Bio Born and raised in the Boston area, Meg grew up in a family whose members have always been dedicated to working for social justice and equality. Education was one of the values most stressed in her childhood and not surprisingly, three of her four parents are educators. After graduating Summa Cum Laude from Oberlin College, Meg worked for the United States Forest Service as a Forest Fire-Fighter. To get involved in grassroots organizing, she went on to work on several local, state, and national political campaigns. In 2004, Meg served as a National Trainer for the Democratic National Committee where she collaborated on the development of training materials for a national field program and conducted large-group and individual on-site coaching and training of organizers in five states. In 2003, Meg joined the staff of Stand for Children as the Massachusetts State Director and launched the Massachusetts state affiliate, which grew to 800 members, seven Chapters and Community Teams, and seven staff members in under four years. Meg became Stand for Children's National Organizing Director in 2007, and assumed the role of Chief Operating Officer in 2009.

R	Michael Horn Executive Director, Education Innosight Institute See Bio Michael Horn is the Co-Founder and Executive Director of Education for the Innosight Institute, a nonprofit think tank. He is the coauthor of Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns, which BusinessWeek named as one of the 10 best books on innovation in 2008. Disrupting Class uses the theories of disruptive innovation to identify the root causes of schools' struggles and suggests a path forward to customizing education for every child in the way he or she learns. Horn has been featured as a speaker at many education conferences, including the Virtual School Symposium and the Microsoft School of the Future Summit. He received a bachelor's degree from Yale University and an M.B.A. from Harvard Business School.

N	Michael Lombardo Chief Executive Officer Reading Partners See Bio Michael Lombardo joined Reading Partners in 2006 after 5 years in senior administrative positions at the University of California, Berkeley. Under his leadership, Reading Partners has grown from serving 6 schools in Silicon Valley to 24 schools throughout the Bay Area, Los Angeles, and Sacramento. In that same period, Reading Partners tripled its revenue, raised $600,000 in growth capital to fund its statewide expansion, and increased the size of its volunteer tutor corps from 250 to over 900. Michael serves on the board of directors for the Foundation for Self-Reliance, an organization providing educational services to refugees from Afghanistan. He is a graduate of the University of Michigan and lives in Oakland with his wife and two young children.

N	Michael Moore Chief Academic Officer New Leaders for New Schools See Bio Michael leads New Leader's core program: recruiting, selecting, training, and supporting urban school principals. His team also designs and implements specific work streams for secondary and turn-around schools. In addition to supporting local efforts to recruit and support New Leaders in the field, his team plays a significant role in the organization's learning work, particularly in the areas of school diagnosis and leader development. Michael joined New Leaders in 2007 as the leader of the Bay Area team, where more than sixty school leaders serve 25,000 students from Sacramento to San Jose. Michael spent thirty years as a K-12 teacher, high school principal, and Superintendent of Schools. Prior to coming to New Leaders, he ran a public policy research group. He has degrees from The Boston Conservatory and the University of Southern Maine.

N	Michael Dennehy Director Upward Bound See Bio Mike Dennehy has worked for the Upward Bound program since July 1990 and has served as director since June 1999. As director, Mike serves as a liaison to the target schools and coordinates the administration of the program. He is also very involved with the TRIO community and issues related to college access. Mike has held positions on the Board of Director's for the New England Educational Opportunity Association (NEOA) and the Massachusetts Educational Opportunity Association (MEOA). He is a graduate of the Boston Public Schools and attended Boston University as a Boston Scholar. Mike received his Bachelor's degree in English Literature and his Master's degree in Higher Education Administration from Boston University.

R	Michael Rebell Executive Director- Campaign for Educational Equity and Professor of Law and Educational Practice Columbia University, Teachers College See Bio Michael Rebell is the Executive Director for Campaign for Educational Equity and Professor of Law and Educational Practice at Columbia University, Teachers College. He received his A.B., from Harvard College, and LL.B., from Yale Law School. His interests are in equity in education, role of the courts in institutional reform litigations, and social reform.

N	Patty Wipfler Founder, Director, & Trainer Hand in Hand See Bio Patty Wipfler was born, raised and educated in California, graduating from Occidental College in 1968, and is the mother of two sons. The focus of her work since 1974 has been teaching basic listening, parenting, and leadership skills to parents. She directed The School, a non-profit parent co-operative preschool in Palo Alto, and later directed Neighborhood Infant Toddler Center for Palo Alto Community Child Care. She has led over 400 residential weekend workshops for families and for leaders of parents in the U.S. and in 23 countries.In 1989, she founded the non-profit Parents Leadership Institute, which has evolved into Hand in Hand. As Director, she has written 14 booklets, produced videotapes and audiotapes, and has written over 60 articles for Hand in Hand on the principles and benefits of listening parent-to-parent and parent-to-child, and on leading Parent Resource Groups. To date, Hand in Hand has sold over 500,000 of these booklets in English, Spanish, Chinese and Japanese.Patty Wipfler's articles have been published in Mothering Magazine, the Bulletin of Zero to Three: National Center for Infants, Toddlers and Families, Child Welfare News, and in many local newsletters for parents. She has been a keynote speaker at Association for the Education of Young Children conventions in Chicago and Philadelphia, and has done workshops and trainings throughout California, and in Oregon, New Mexico, Texas, and Massachusetts, as well as in Beijing, China. Patty has two grown sons and lives in Palo Alto, California.

N	Paul Ruiz Senior Advisor The Education Trust See Bio A co-founder of The Education Trust, Paul has devoted more than 35 years of professional work to the educational success of all students, focusing specifically on improving achievement and closing the Latino and African-American achievement gap. A former school principal and central office administrator, he was selected Educator of the Year by the Michigan Department of Education. He served as chief academic officer for the District of Columbia Public Schools and senior director of the Texas Higher Education Coordinating Board. Residing in San Antonio, Paul works with local education and civic leaders in the Southwest to advance the work of Ed Trust. A graduate of St. Mary’s University in San Antonio, Paul holds a master’s from Central Michigan University and a doctorate from the University of Michigan at Ann Arbor.

F	Phil Gonring Senior Program Officer, Education Rose Community Foundation See Bio As senior program officer at Rose Community Foundation, Phil Gonring directs the Foundation’s Education area, which oversees programs and grantmaking efforts that emphasize teacher quality. Since 1999, he has led the philanthropic effort to transform the teacher-compensation system in Denver Public Schools, an effort that culminated in taxpayer approval of an annual $25 million mill levy override. He is also principal author of a book on the subject, Pay-for-Performance Teacher Compensation: An Inside View of Denver’s ProComp Plan, which was published by Harvard Education Press in August 2007.A former teacher and administrator, Gonring was a founding lead teacher (co-principal) of the Rocky Mountain School of Expeditionary Learning, a K-12 public school of choice and joint program of Denver, Littleton, Douglas County and Cherry Creek School Districts. He was also an English teacher in George Washington High School’s International Baccalaureate Program. He has consulted in schools across the country, including those in Seattle, San Antonio, New York and Boston, and published writings on a variety of education issues.

N	Rajeev Bajaj Vice President and Chief Technology Officer Sangari Education See Bio Rajeev Bajaj is Vice President and Chief Technology Officer of Sangari Education. Prior to joining Sangari, Rajeev was the founder and principal of Kitamba, Inc an education consulting firm focused on performance management, education technology, and system-wide reform in school districts and educational organizations around the country. He began his career in education over 9 years ago as an elementary school teacher in Harlem and transitioned to key leadership roles at the New York City Department of Education. Rajeev most recently served as a Managing Director in the Office of Accountability of the New York City Department of Education where he was responsible for spearheading the efforts to develop the first district-wide comprehensive accountability and data management system. Rajeev has held multiple policy and operations roles within the New York City Department of Education including Chief of Staff for the Office of Accountability, Director of New School Facilities and Real Estate and Development, and Special Assistant to the Deputy Chancellor for Teaching and Learning. Prior to Rajeev’s roles at the central office, he was an integrated technology teacher at P.S. 161 in Central Harlem where he facilitated all grant and partnership development opportunities for P.S. 161 resulting in over $250,000 grants and in-kind services. Rajeev is a graduate of Northwestern University with a B.S. in Industrial Engineering/Management Sciences and a background in strategic marketing and business development. He also holds a Master’s in Education with a focus on urban education reform from Hunter College in New York City. Prior to moving to New York City to participate in the Teaching Fellows program, Rajeev worked for Microsoft Corporation in Seattle where he managed strategic enterprise accounts and then helped launch Jamcracker, Inc., a Silicon-Valley based web-services provider. Rajeev is a recipient of a Fulbright Scholarship, through the Fulbright Memorial Fund-Japan and has also worked on a non-profit Microcredit initiative in India. As a contributor to the ongoing dialogue on digital equity, Rajeev was a speaker at the 2003 Beaumont Foundation Access for All Conference in Houston, Texas and has presented at multiple ProjectInkwell quarterly meetings.

N	Richard Lemons Vice President for Program and Policy The Education Trust See Bio Richard is former director of the Institute for Urban School Improvement at the University of Connecticut and was on faculty in the Department of Education Leadership, where he directed and taught within the doctoral program. He worked with the Connecticut Center for School Change and the Fairfield County Community Foundation, in collaboration with urban districts, to design and teach within the Urban School Leaders Fellowship, an initiative to enhance leadership capacity within urban districts. He previously was associate director of the Change Leadership Group at the Harvard Graduate School of Education. A former high school teacher, Richard has led summer programs for at-risk youth and served as a change coach for urban high schools. He received a bachelor's in political science from North Carolina State University and master's and doctorates in administration, planning, and social policy from Harvard University.

R	Robert Schwartz Professor of Practice; Academic Dean Harvard University, Graduate School of Education See Bio Robert Schwartz held a wide variety of leadership positions in education and government before joining the HGSE faculty in 1996. From 1997 to 2002, Schwartz also served as president of Achieve, Inc., an independent, bipartisan, nonprofit organization created by governors and corporate leaders to help states improve their schools. From 1990 to 1996, Schwartz directed the education grantmaking program of The Pew Charitable Trusts, one of the nation's largest private philanthropies. In addition to his work at HGSE, Achieve, and The Pew Charitable Trusts, Schwartz has been a high-school English teacher and principal; an education advisor to the mayor of Boston and the governor of Massachusetts; an assistant director of the National Institute of Education; a special assistant to the president of the University of Massachusetts; and executive director of The Boston Compact, a public-private partnership designed to improve access to higher education and employment for urban high-school graduates. Schwartz has written and spoken widely on topics such as standards-based reform, public-private partnerships, and the transition from high school to adulthood. He received his M.A. from Brandeis University.

N	Roger Lowenstein Executive Director Los Angeles Leadership Academy See Bio Roger Lowenstein was compelled to found an innovative new charter school to create a remedy for students underserved by oversized schools. He is particularly interested in countering ethnic segregation in Los Angeles by creating a public space where youths from different backgrounds can come together to investigate and address social justice issues. Since leadership is currently taught most frequently and effectively to business school students who are largely from privileged backgrounds, he feels it is essential to cultivate leadership and civic engagement in students from all backgrounds, who may then become motivated to work in the public interest.Mr. Lowenstein has been an educator for more than twenty years, teaching law at Seton Hall University in Newark, New Jersey, and at Occidental College in Los Angeles. In addition to practicing as a criminal defense attorney, he has been a television drama writer since moving to Los Angeles ten years ago. He serves on the boards of the American Civil Liberties Union of Southern California, the Center for the Study of Political Graphics, the New Jersey Institute for Social Justice, and the Progressive Los Angeles Network. His success in political fundraising, external relations and team building also prepare him for this newest endeavor.

N	Rosa Smith Regional Education Director New Leaders for New Schools See Bio Rosa A. Smith is the regional education director for New Leaders for New Schools (NLNS). In this role, she supports the mission to ensure high academic achievement for every student by attracting and preparing outstanding leaders and supporting the performance of the urban public schools they lead.Prior to joining the NLNS team, Smith was president and CEO of the Schott Foundation for Public Education for six years. There she worked with others to develop and strengthen the movement for equity and excellence in public pre-K–12 education. Smith is a national leader noted for her courageous efforts to expose and address the plight, challenges, and opportunities available to change the education trajectory of black male students. Prior to joining Schott, she served as a school superintendent in Columbus, OH and Beloit, WI. She also served as assistant superintendent, high school principal, and teacher in Minneapolis and Saint Paul, MN and South Bend, IN.Smith has earned numerous awards, including the Wisconsin Superintendent of the Year, the Martin Luther King Humanitarian Award, the Spurgeon Award, the YWCA Outstanding Achievement Award, the NAACP Service Award, the Urban League Living Legend Award, the HOSTS Champion for Children Award, and the Fred Rogers Leadership Award in Philanthropy. Along with her current civic and professional leadership roles, Smith has made numerous presentations and has published several articles regarding the intersection of race, class and gender in public education. Doing and leading work that improves the education and life chances of children, especially poor children and children of color, are the core purposes of Smith’s work and life. Smith earned both her bachelor’s and master’s degrees from Indiana State University, her PhD from the University of Minnesota, and an honorary doctorate from Ohio Dominican University.

R	Rosalinda Quintanar Professor San Jose State University See Bio Rosalinda Quintanar, professor of elementary education, is the San Jose State University coordinator for the Mexico BCLAD Program. The Mexico BCLAD Program teaching credential provides students with the opportunity to student-teach in Mexican private and public schools, as well as in American Indian schools. In addition, they complete their teaching experience in San Diego.

R	Sarah Feldman Senior Research Associate WestEd See Bio As Senior Research Associate at WestEd, Sarah Feldman works on a variety of research-based projects designed to improve the academic performance of K-12 students nationwide. Most recently, she has focused her efforts in the growing charter school field. Feldman has served as Project Manager on several high-profile charter school guides for the U.S. Department of Education’s Office of Innovation and Improvement (OII). These guides highlight promising programs and practices, and support the work of charter school associations, charter school authorizers, school communities, and intermediaries. Fifty thousand copies of each of the first two guides — Successful Charter Schools and Charter High Schools Closing the Achievement Gap — have been distributed nationally. At the National Charter Schools Conference, Feldman facilitated a panel of principals featured in Charter High Schools Closing the Achievement Gap and the companion guide, K-8 Charter Schools Closing the Achievement Gap. She has facilitated workshops for charter school developers in Michigan annually for the past two years. In addition to researching and writing guides for OII, Feldman worked with a team developing a training series to build the capacity of state-level charter school organizations to better serve charter schools. She has helped charter school networks develop research-based high school programs. She also has facilitated workshops on No Child Left Behind and leadership standards for K-12 educators and practitioners in the United States and abroad who seek to improve student achievement. Most recently she has participated in monitoring the charter school program federal grant funds to several state and non-state education agency grantees. She has also developed content for the topic adolescent literacy on the Doing What Works website. Prior to joining WestEd, Feldman served as the New Leaders for New Schools Bay Area Leadership Coach, training new principals for urban public schools, and as Deputy Director of Curriculum, preparing 80 principals to work in urban public schools in Memphis, New York City, Chicago, Baltimore, Washington D.C., and Oakland. Feldman also served as Vice Principal of a 1,300-student public middle school in Lafayette, California; taught middle and high school students in San Francisco and in Massachusetts; directed Summerbridge Cambridge, training college and high school students to teach urban middle school students; and served as an adjunct instructor in educational leadership at California State University, Hayward. She most recently taught the required teacher credential literacy class for graduate students at Touro University. Feldman received a BA in history from Brown University; a master's degree in education (adolescents at risk, human development, and psychology) from Harvard University, educational administration from San Francisco State University, and educational leadership from Mills College; and an EdD in educational leadership (focusing on the literacy development of struggling middle school readers) from Mills College.

N	Sarah Almy Director of Teacher Quality The Education Trust See Bio Sarah comes to Ed Trust from The New Teacher Project, where she helped recruit, select, train, and support teachers to fill positions in high-need subjects within hard-to-staff schools. She directly oversaw TNTP’s partnerships with the District of Columbia, Baltimore, Philadelphia, and Denver schools. Prior to TNTP, Sarah served as executive director of Yes Reading, a nonprofit organization that partners with schools to provide structured reading interventions for students. Sarah began her career as an elementary school teacher in Houston as a member of Teach for America. She holds a master's in policy analysis and evaluation from Stanford University and a bachelor's in political science from Boston College.

N	Seth Linden Founding Director Tutorpedia See Bio Seth Linden graduated from Stanford with a Bachelor of Arts in Human Biology, taught for a couple of years, and then went to Brown for a Master of Arts in Teaching (Secondary Education, Science). He has over 12 years of teaching and tutoring experience in both public and private schools, including two years at Sacred Heart Preparatory, one of the Bay Area's premier independent schools. Seth has taught SAT classes, helped students pass the HSPT and CAHSEE, and tutored all areas and levels of math and science. Seth Linden founded Tutorpedia at the end of 2005 after years of teaching, tutoring, and research in the field of primary and secondary education. Seth’s initial inspiration was to connect students with tutors more easily. “I found plenty of tutors, and plenty of students who needed and wanted tutoring, but not a very effective way of connecting the two. I hoped Tutorpedia would bridge this disparity in access by providing one resource where students could find exceptional tutors to meet any academic need they faced.” Tutorpedia now has over 60 exceptional tutors, offers over 30 enrichment and skills-based workshops, and delivers several talks on a variety of educational topics. Their tutors have worked with over 600 students in over 80 Bay Area schools, and they have no intention of slowing down.

R	Shelley Goldman Professor Stanford University, School of Education See Bio Shelley Goldman is an educational anthropologist specializing in increasing access to learning in both school and out-of-school settings. Goldman works at the intersections of educational technology, mathematics education, and best learning practices. Her research and development includes projects aimed at increasing access to school math through integrating technology, using media and digital video for student, teacher and parent learning, and preparing students to become educational digital media designers and developers. She is a professor at the Stanford University School of Education.

R	Shira Lubliner Associate Professor, Department of Teacher Education California State University East Bay, College of Education and Allied Studies See Bio Shira Lubliner has been an educator for thirty years, working as a classroom teacher (most recently at Ayers Elementary School in Concord), a private school principal, and a teacher educator. She completed her doctorate in Learning and Instruction at the University of San Francisco and is currently an assistant professor of Teacher Education at California State University, East Bay. Dr. Lubliner mentors credential students, teaches pre-service and graduate level reading courses, and conducts classroom-based research in local elementary schools. Shira Lubliner is the author of the articles, The Effects of Comprehensive Vocabulary Instruction on Title I Students' Metacognitive Word-learning Skills and Reading Comprehension (Journal of Literacy Research, 2005), Go Look It Up: Dictionary Instruction Revisited (California Reader, 2005), Help for Struggling Upper Grade Readers, (The Reading Teacher, 2004). She also published the books, Nourishing Vocabulary (Corwin, 2008), Getting Into Words: Vocabulary Instruction that Strengthens Comprehension (Brookes Publishing Company, 2005) and A Practical Guide to Reciprocal Teaching, (Wright Group/McGraw-Hill, 2001). She co-authored a chapter with Elfrieda Hiebert in What Research Has to Say about Vocabulary Instruction (In Press, International Reading Association), a chapter in the National Reading Council Yearbook, Constructs Underlying Word Selection and Assessments Tasks in the Archival Research on Vocabulary Instruction, with Judith Scott and Elfrieda Hiebert (2006). She and Dana Grisham were awarded the Elva Knight Grant in 2007, by the International Reading Association, for their work on cognate assessment. Dr. Lubliner presents workshops for teachers on vocabulary instruction and reading comprehension throughout the country.

F	Stefanie Sanford Deputy Director, US Program Advocacy Bill & Melinda Gates Foundation See Bio Dr. Stefanie Sanford is the Deputy Director of the US Program Advocacy at the Bill & Melinda Gates Foundation where she leads the team that develops and executes domestic policy strategies and grant making in support of their priorities in the United States. Prior to joining the foundation, Sanford served in a number of state and national policy capacities over the past 15 years, most recently as Deputy Director of Policy for Texas Governor Rick Perry. In that role she led policy development and advice in technology issues generally and technology's implications in other fields such as education, higher education, health and economic development. She also advised Lt. Governor on technology policy issues and served as staff director of the Advisory Council on the Digital Economy, an interim committee comprised of the top 21 CEO's of Texas based technology companies. The group's final report was the state's first technology policy statement. She holds an MPA from the Kennedy School of Government and a PhD from the University of Texas.

R	Susan Fuhrman President Columbia University, Teachers College See Bio Dr. Susan H. Fuhrman is the President of Teachers College, Columbia University, founding Director and Chair of the Management Committee of the Consortium for Policy Research in Education (CPRE), and President-elect of the National Academy of Education. In January 2009, she was named co-chair of a new Roundtable on Education Systems and Accountability (RESA), established at the request of the U.S. Department of Education by the National Research Council’s Board on Testing and Assessment.Dr. Fuhrman previously served as Dean of the University of Pennsylvania’s Graduate School of Education, as well as the school’s George and Diane Weiss Professor of Education. She received bachelor’s and master’s degrees in history from Northwestern University in Chicago, Illinois, and a Ph.D. in political science and education from Columbia University, New York. She has written widely on education policy and finance; among her edited books are The State of Education Policy Research (with David K. Cohen and Fritz Mosher, 2007); The Public Schools (The Institutions of American Democracy Series, with Marvin Lazerson, 2005); Redesigning Accountability Systems for Education (with Richard Elmore, 2004); From the Capitol to the Classroom: Standards-Based Reform in the States (2001); and Rewards and Reform: Creating Educational Incentives that Work (with Jennifer O’Day, 1996). Her many professional involvements include membership on the Board of Trustees of the Carnegie Foundation for the Advancement of Teaching. In October 2008, she became President-elect of the National Academy of Education. She is also a former Vice President of the American Educational Research Association, and a non-executive Director of Pearson plc, the international education and publishing company. Her research interests include accountability in education, intergovernmental relationships, and standards-based reform.In 2007, Crain’s New York Business named Dr. Fuhrman one of the 100 most influential women in business in New York City.In March 2008, Dr. Fuhrman was one of five women honored by New York City Comptroller William Thompson at an event co-sponsored by the Women’s City Club of New York and the League of Women Voters as part of Women’s History Month. Dr. Fuhrman was recognized for her expertise in her field; the respect accorded her by her peers and colleagues; her commitment to serving others; and her demonstrated commitment to making New York City a more vibrant, inclusive and healthy place to live. Dr. Fuhrman has also received the 2008 Distinguished Leaders in Education Award from the Rutgers Graduate School of Education.In fall 2008, Dr. Fuhrman became NAE President-elect, and will begin her four-year term as President of the organization in fall 2009. She was first elected an NAE member in 2002, and became Secretary-Treasurer in 2005. Founded in 1965, NAEd advances the highest quality education research and its use in policy formation and practice.

R	Suzanne Chapin Professor, Curriculum and Teaching Boston University See Bio Dr. Chapin is a Professor of Mathematics Education at Boston University where she teaches graduate- and undergraduate-level courses in mathematics curriculum, mathematics content and methodology, mathematics for special needs students (gifted and learning disabled), and educational reform. Suzanne was the principal investigator of Project Challenge, a Javits project which is the model for several components of Project M3. She is a member of the curriculum writing team. She was also the principal investigator of the U.S. Department of Education grant, Partners in Change, a professional development project to improve the teaching and learning of mathematics. She has been the principal investigator on a number of other projects (Classroom Centered Teacher Development Mathematics Project, MA Department of Education, 1991-1994; The Teacher Change Project, NSF, 1997-98) and has worked with many colleagues as an investigator or consultant on grant-related researched. Chapin is author or co-author of several mathematics textbooks and programs including the Prentice Hall grades 6-8 textbook series, Middle Grade Mathematics: Tools for Success; MEGA Projects - Math Explorations and Group Activities for students in grades 1-8; and Algebra and Advanced Algebra for students in grades 8-12. Suzanne is also the senior author on Math Matters: Understanding the Math You Teach Grades K-6, a book designed to help elementary teachers understand and teach to the “big” ideas in mathematics.

F	Ted Mitchell President & CEO NewSchools Venture Fund See Bio Ted Mitchell is the President and CEO of NewSchools Venture Fund. He also serves as President of the California State Board of Education. He serves on the board of directors of Alliance for College-Ready Public Schools, EnCorps, Friendship Public Charter School, Green Dot Public Schools, and New Leaders for New Schools.Prior to taking the helm at NewSchools in 2005, Ted served as president of Occidental College in Los Angeles. He has also served as Deputy to the President at Stanford University, Vice Chancellor and Dean of the School of Education and Information Studies at University of California - Los Angeles, and as Professor and Chair of the Department of Education at Dartmouth College.Ted Mitchell is a national leader in the effort to provide high-quality education for all students and has long been active in educational reform initiatives throughout California and Los Angeles. He chaired the Governor's Committee on Educational Excellence, charged with making recommendations to improve California's system of K-12 finance and governance, and currently serves on the California P-16 Council and chairs the Commission on Teacher Effectiveness for the Los Angeles Unified School District. In addition, he has been an active board member for a number of high-performing organizations, including Children Now, ConnectEd: The California Center for College and Career, The McClatchy Company, National Alliance for Public Charter Schools, as well as eight years of service on the NewSchools board before becoming CEO. He also serves on the advisory council for Stanford University's Initiative on Improving K-12 Education and the advisory board of the American Federation of Teachers (AFT) Innovation Fund.Ted graduated from Stanford with bachelor's degrees in economics and history, and also earned a master's degree in history and a doctorate in education there. He lives in southern California with his wife, Christine Beckman, who is a professor of strategy and management at the Paul Merage School of Business at University of California-Irvine, and their children Caroline and Theo.

N	Terrylynn Tyrell Senior Director, Government Affairs & Policy Voices for America's Children See Bio Terrylynn provides strategic guidance for federal advocacy efforts in the area of early care and education. She facilitates the Voices School Readiness Advisory Committee; partners with members and national advocates to influence policy and practices; and educates and organizes the Voices membership about the impact of federal proposals on children in the states. Prior to joining Voices, Terrylynn served as director of education policy for Advocates for Children and Youth, Maryland. In this role she executed a strategic agenda to increase quality leadership in struggling schools, to close minority and income achievement gaps and to increase educational opportunities for disadvantaged children. Terrylynn earned the degrees of Doctor of Education from Johns Hopkins University and a Master of Education and Counseling from McGill University. She has a Bachelors of Science in Psychology from University of East London.

R	Thomas Payzant Professor of Practice Harvard University, Graduate School of Education See Bio Thomas Payzant is a professor of practice at the Harvard Graduate School of Education. Prior to that, he served as superintendent of the Boston Public Schools from October of 1995 until his retirement in June of 2006. Before coming to Boston, he was appointed by President Clinton to serve as assistant secretary for Elementary and Secondary Education with the United States Department of Education. Over the past decade he has led a number of significant systemic reform efforts that have helped narrow the achievement gap and increase student performance on both state and national assessment exams. In addition to his tenure in Boston, Payzant has served as Superintendent of Schools in San Diego, Oklahoma City, Eugene, Oregon, and Springfield, Pennsylvania. Payzant's work has been recognized by educators at the regional and national level. In 1998, he was named Massachusetts Superintendent of the Year. In 2004, he received the Richard R. Green Award for Excellence in Urban Education from the Council on Great City Schools. And Governing Magazine named Payzant one of eight "Public Officials of the Year” in 2005. Payzant also received the McGraw Prize for his leadership of the San Diego school system from 1982 through 1993. Throughout his career, Payzant has not only kept abreast of the professional and research literature, he has contributed to it regularly—a remarkable achievement for the leader of a major urban school system. His essays, book chapters, book prefaces, and book reviews have been directed to both professional educators and policymakers. His curriculum vitae lists 51 publications between 1967 and 2005.

R	Thomas Hatch Associate Professor; Co-director of the National Center for Restructuring, Schools, and Teaching (NCREST) Columbia University, Teachers College See Bio Thomas Hatch is an associate professor at Teachers College, Columbia University and Co-director of the National Center for Restructuring, Schools, and Teaching (NCREST). He previously served as a Senior Scholar at the Carnegie Foundation for the Advancement of Teaching where he co-directed the K-12 program of the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL) and established the Carnegie Knowledge Media Laboratory.His research includes studies of large-scale reform as well as research on teacher quality in pre-K-12 and higher education. He is also involved in a variety of efforts to use multimedia and the internet to document teaching and share teachers' expertise. That work includes digital exhibitions published by the Journal of Teacher Education and Teachers College Record. His latest book is Managing to change: How Schools Can Survive (and Sometimes Thrive) in Turbulent Times. A website accompanying the book provides links to key ideas, references, and related resources. His others books include Into the Classroom: Developing the Scholarship of Teaching and Learning; Going Public with our Teaching: An Anthology of Practice (a co-edited volume of work by teachers examining teaching); and School Reform Behind the Scenes (McDonald, Hatch, Kirby, Haynes, & Joyner, 1999).

R	Timothy Caboni Associate Dean for Professional Education and External Relations; Associate Professor of the Practice in the Public Policy & Higher Education Vanderbilt University, Peobody College See Bio Professor Caboni is a faculty member in the Higher Education Leadership and Policy Program and holds an administrative appointment as Peabody College's Associate Dean for External Relations and Professional Education. Caboni also serves as director of the Institutional Advancement program—the nation's only academic program devoted solely to the preparation of advancement professionals for colleges and universities. He teaches courses in fund raising, external relations, alumni relations, and university management for higher education. Professor Caboni also directs the higher education practicum program for the department. Professor Caboni's research is grounded theoretically in both sociology and communication theory, and focuses on social control and stratification within higher education, and the relationships between postsecondary education institutions and their external publics. He is specifically concerned with the self-regulation of the fund raising profession; the existence of accumulative advantage in voluntary support of higher education; the influence of capital campaign materials on the perceptions of donor publics; the relationship between practitioner perception and crisis planning in colleges and universities; and the function of organizational identification as a mediating variable between donor characteristics and giving.

R	Tina Grotzer Assistant Professor, Education Harvard University, Graduate School of Education See Bio Tina Grotzer is an assistant professor of education at HGSE, a principal investigator at Harvard Project Zero, and a faculty member at the Center for Health and the Global Environment at Harvard Medical School. Her research identifies ways in which understandings about the nature of causality impact our ability to deal with complexity in our world and to learn science. She directs the Understandings of Consequence Project, funded by the National Science Foundation (NSF), which identifies default assumptions about the nature of causality that students bring to their learning. She was recently awarded an Early Career Award from NSF to enable her to extend this inquiry in new directions and to fund the work of doctoral students studying with her. She is a Co-PI with Chris Dede on the EcoMUVES Project, funded by the Institute of Education Sciences (IES), the goal of which is to develop a virtual ecosystem to teach the inherent complex causal patterns in middle school. Her courses focus at the intersection of cognition and science and aim to facilitate public understanding of science. She has published in both academic journals and teacher-oriented publications. She is deeply committed to helping teachers use the knowledge gained through her research and has authored the Causal Patterns in Science Curriculum series. She collaborates with scientists from diverse organizations including the Cary Institute for Ecosystem Studies, and the Harvard Smithsonian Center for Astrophysics. Grotzer has advised programs for children’s television, including science-oriented shows such as Disney’s Stanley and PBS’s It's a Big, Big World and forthcoming shows focused on sustainability. Prior to her work at HGSE, Grotzer was a program coordinator and teacher in public and private schools for 14 years. She received her Ed.M. (1985) and Ed.D. (1993) from HGSE.

R	Tom Fortmann Mathematics Consultant Massachusetts Board of Elementary and Secondary Education See Bio Thomas E. Fortmann began his career teaching at Newcastle University in Australia and then spent 24 years as a high-tech engineer and executive at BBN Technologies in Cambridge. After retiring in 1997 he taught mathematics and science as a volunteer at two high schools in Boston. In 2003, in collaboration with EMC Corporation and Mass Insight Education, he founded the Massachusetts Mathematics Institute, an intensive professional development program in mathematics content for K-6 teachers.Dr. Fortmann holds a B.S. in Physics from Stanford University, a Ph.D. in Electrical Engineering from M.I.T., and the rank of Fellow in the Institute of Electrical and Electronics Engineers (IEEE). He is the author of two textbooks as well as numerous journal articles and policy briefs.

N	Van Schoales Executive Director Education Reform Now See Bio Van Schoales is the Executive Director of Education Reform Now, a national education policy and advocacy non-profit organization fighting to dramatically improve the quality of public education for America's most disadvantaged children. He was most recently a program officer at the Piton Foundation where he oversaw a portfolio of investments on state policy, district reorm and new school development. He has previously been a high school science teacher, principal and school non-profit leader working as an education reform advocate. Van has launched or help start a number of non-profits including the Odyssey Charter School, Bay Area Coalition of Equitable (formerly Essential) Schools, Denver School of Science and Technology, A + Denver, EdNewsColorado and Get Smart Schools

F	Vince Stewart Senior Program Officer, Youth Irvine Foundation See Bio Vince Stewart was appointed Senior Program Officer in April 2010. Prior to joining the Foundation, he served as the Associate Director for Institutional Relations for the University of California, Office of the President, where he was responsible for managing the university’s system-wide advocacy efforts. Prior to returning to the University in 2009, Vince was the Deputy Secretary for Higher Education and Workforce Development in the Governor’s Office of the Secretary of Education, where he focused on refining and implementing the Schwarzenegger administration’s career technical education initiative, aligning public postsecondary education degree programs with the state’s workforce needs, improving K-12 teacher recruitment and education programs, and creating educational and career pathways for California’s veterans. As Deputy Secretary, Vince led the governor’s Engineering Education Initiative, which was focused on creating postsecondary educational pathways in high-need engineering fields. Before joining the Governor’s office, Vince served as the Director for Federal Government Relations at UC Davis, where he managed the university’s federal policy agenda. From 1999 to 2004, Vince was a Legislative Director in the Office of State Governmental Relations for the UC Office of the President and was responsible for managing the university’s legislative portfolio in the areas of undergraduate and graduate education, with a particular emphasis on academic preparation and teacher education programs. Prior to joining the university, Vince was a legislative advocate with the California School Boards Association where he worked on a wide range of issues, including charter schools, K-12 governance and school safety. Vince holds a bachelor’s degree in economics and political science from the University of California, Davis.