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Building Smart Education Systems |
Voices in Urban Education
Archives
Using Data for Decisions
VUE Number 18, Winter 2008
| VUE Home | Archives | Order Print Copy |
Author Biographies
David Chiszar
David Chiszar is director of assessment and quality analysis for the Naperville (Illinois) Community Unit School District 203.
> VUE 18 Article: Flexibility and Adaptability: Building a Data System That Works for Everyone
Elizabeth A. City
Elizabeth A. City is a consultant with Education Resource Strategies,
specializing in professional development, urban school reform, data
analysis, and leadership. Previously, she was a teacher, principal,
instructional coach, and consultant in several urban districts,
including Boston MA and Durham NC. She is a member of the Senior
Faculty of Boston's School Leadership Institute, where she teaches
courses in using data, learning and teaching, and staffing and
professional development to Boston Principal Fellows. Liz graduated from
Harvard Graduate School of Education in June 2007 with a doctorate in
Administration, Planning, and Social Policy. Her dissertation examines
how leaders in urban high schools use their resources to support student
learning. She is co-editor of Data Wise: A Step-by-Step Guide to Using
Assessment Results to Improve Teaching and Learning (Cambridge, MA:
Harvard Education Press, 2005) and co-author of The Teacher's Guide to
Leading Student-Centered Discussions: Talking About Texts in the
Classroom (Thousand Oaks, CA: Corwin Press, 2006).
> VUE 18 Article: Using Data to Inform Decision Making in Urban School Districts: Progress and New Challenges
Ellen Foley
Ellen Foley is
Associate Director, District Redesign and Leadership at the Annenberg Institute for School Reform and
Assistant Clinical Professor, Master's in Urban Education Policy Program, Brown University. She is responsible for leading the design of District Redesign and Leadership research studies and convenings from concept to product and for managing cross-functional internal teams and external consultants. She also leads the development and production of a variety of tools for district leaders, oversees research and evaluation related to national District Redesign and Leadership field work. She is an assistant clinical professor at Brown, teaching in the Master's in Urban Education Policy Program. Prior to joining the Institute, she was a research specialist at the Consortium for Policy Research in Education, where she worked on the evaluation of Children Achieving, Philadelphia's districtwide education reform effort. Ellen holds a BA in political science from Boston College and an MSEd and doctorate in education policy from the University of Pennsylvania. Her primary research interest is urban education, with a focus on the central office's role in leading reform efforts. She co-chairs the American Educational Research Association's Special Interest Group on Districts in Research and Reform.
> VUE 18 Article: Beyond Test Scores: Leading Indicators for Education
Kirk Kelly
Kirk Kelly is director of testing and accountability for the Hamilton County (Tennessee) Department of Education.
> VUE 18 Article: Building a Data Culture: A District-Foundation Partnership
Michael Kubiak
Michael Kubiak is a Research Associate in Opportunity and Accountability at the Annenberg Institute for School Reform.
Michael Kubiak conducts qualitative and quantitative research and evaluation in his work with urban districts and partner organizations. He is involved with the development of the Institute's Teaching and Learning Review and is a member of the technical assistance team for the Schools for A New Society high school reform initiative. Previously, he held positions at the University of Michigan, a national youth civic engagement project, and the U.S. Department of Education. Mike received a BA with honors in political science from the University of Michigan and an EdM from the Harvard Graduate School of Education.
> VUE 18 Article: Beyond Test Scores: Leading Indicators for Education
Jacob Mishook
Jacob Mishook is a Research Associate, District Redesign at the Annenberg Institute for School Reform. Jacob Mishook's work includes research, analysis, and report writing in the areas of district redesign, effective central office practices, and data-informed decision making. Previously, Jacob worked as an educational researcher in the Center for Technology in Learning at SRI International. He holds a bachelor's degree in English and sociology with honors in education from Stanford University and a doctorate in educational theory and policy from Pennsylvania State University. His interests include school reform, assessment, and arts education. His dissertation examined the impact of high-stakes testing on arts education at both arts-focused and non-arts-focused elementary schools.
> VUE 18 Article: Beyond Test Scores: Leading Indicators for Education
Richard J. Murnane
Richard J. Murnane is the Juliana W. and William Foss Thompson Professor of Education and Society at the Harvard Graduate School of Education. He is an economist who focuses his research on the relationships between education and the economy, teacher labor markets, the determinants of children's achievement, and strategies for making schools more effective. In his book Who Will Teach? Policies that Matter (with Judith Singer and John Willett), Murnane shows that teachers' salaries and certification requirements strongly affect the composition of the public-school teaching force. Murnane is currently working with HGSE Professor John B. Willett on a book describing how improvements in research design and analysis strategies can help educational researchers to make valid causal inferences in educational policy research.
> VUE 18 Article: Using Data to Inform Decision Making in Urban School Districts: Progress and New Challenges
Robert Rothman
Robert Rothman is responsible for writing Institute publications and editing the Institute's quarterly journal Voices in Urban Education, a "roundtable-in-print" designed to air diverse viewpoints and share new knowledge on vital issues in urban education. He has written for numerous education publications and organizations and was a reporter and editor for Education Week. He was also a senior project associate for Achieve, a study director for the National Research Council, and the director of special projects for the National Center on Education and the Economy. Bob holds a BA in political science from Yale University. He is the author of Measuring Up: Standards, Assessment and School Reform and numerous book chapters and articles on testing and education reform.
> VUE 18 Article: Data-Informed Decision Making: Using Data Wisely and Well
Seema Shah
Seema Shah is a Senior Research Associate/Study Director, at the
Community Involvement Program, Annenberg Institute for School Reform.
Seema Shah co-directs a national study on community organizing and school reform. Over the years, Seema has worked extensively with public schools and nonprofit organizations as an evaluator and researcher. Prior to her work at the Institute, Seema completed a post-doctoral fellowship in mental health policy at the Consultation Center, Yale University School of Medicine. She earned a BA in Psychology from Duke University and a PhD in clinical-community psychology from DePaul University, where her dissertation research focused on the acculturation experiences of immigrant and refugee youth.
> VUE 18 Article: How Community Groups Use Data
Kristan Singleton
Kristan Singleton is tools and technologies manager at Education Resource Strategies. She specializes in the use of technology as a lever to support instructional reform. Previous Kristan was Assistant Director and Director of Technology Initiatives, Boston Plan for Excellence in the Public Schools. She supported Boston's whole-school improvement initiatives by partnering with the district on the design of its web-based data analysis system, spearheaded the development and implementation of formative assessments and companion assessment data analysis tools, designed Microsoft Access-based applications to analyze student formative and summative assessment data, and designed knowledge management systems.
> VUE 18 Article: Using Data to Inform Decision Making in Urban School Districts: Progress and New Challenges
Joanne Thompson
Joanne Thompson is a research associate in district redesign at the Annenberg Institute for School Reform. Joanne researches general resources, compiles and analyzes data, compiles annotated bibliographies, writes reports and publications, and helps plan and prepare various meetings and site work. Before coming to the Institute, she was a teaching assistant in the classics department at Brown University. Joanne received a BA in classics and Spanish from the University of Missouri and has completed the coursework for a master's degree in classics at Brown.
> VUE 18 Article: Beyond Test Scores: Leading Indicators for Education
Debra Vaughan
Debra Vaughan is director of research effectiveness for the Public Education Foundation of Chattanooga.
> VUE 18 Article: Building a Data Culture: A District-Foundation Partnership
Archives
Using Data for Decisions
VUE Number 18, Winter 2008
| VUE Home | Archives | Order Print Copy |
Author Biographies
David Chiszar
David Chiszar is director of assessment and quality analysis for the Naperville (Illinois) Community Unit School District 203.
> VUE 18 Article: Flexibility and Adaptability: Building a Data System That Works for Everyone
Elizabeth A. City
Elizabeth A. City is a consultant with Education Resource Strategies,
specializing in professional development, urban school reform, data
analysis, and leadership. Previously, she was a teacher, principal,
instructional coach, and consultant in several urban districts,
including Boston MA and Durham NC. She is a member of the Senior
Faculty of Boston's School Leadership Institute, where she teaches
courses in using data, learning and teaching, and staffing and
professional development to Boston Principal Fellows. Liz graduated from
Harvard Graduate School of Education in June 2007 with a doctorate in
Administration, Planning, and Social Policy. Her dissertation examines
how leaders in urban high schools use their resources to support student
learning. She is co-editor of Data Wise: A Step-by-Step Guide to Using
Assessment Results to Improve Teaching and Learning (Cambridge, MA:
Harvard Education Press, 2005) and co-author of The Teacher's Guide to
Leading Student-Centered Discussions: Talking About Texts in the
Classroom (Thousand Oaks, CA: Corwin Press, 2006).
> VUE 18 Article: Using Data to Inform Decision Making in Urban School Districts: Progress and New Challenges
Ellen Foley
Ellen Foley is
Associate Director, District Redesign and Leadership at the Annenberg Institute for School Reform and
Assistant Clinical Professor, Master's in Urban Education Policy Program, Brown University. She is responsible for leading the design of District Redesign and Leadership research studies and convenings from concept to product and for managing cross-functional internal teams and external consultants. She also leads the development and production of a variety of tools for district leaders, oversees research and evaluation related to national District Redesign and Leadership field work. She is an assistant clinical professor at Brown, teaching in the Master's in Urban Education Policy Program. Prior to joining the Institute, she was a research specialist at the Consortium for Policy Research in Education, where she worked on the evaluation of Children Achieving, Philadelphia's districtwide education reform effort. Ellen holds a BA in political science from Boston College and an MSEd and doctorate in education policy from the University of Pennsylvania. Her primary research interest is urban education, with a focus on the central office's role in leading reform efforts. She co-chairs the American Educational Research Association's Special Interest Group on Districts in Research and Reform.
> VUE 18 Article: Beyond Test Scores: Leading Indicators for Education
Kirk Kelly
Kirk Kelly is director of testing and accountability for the Hamilton County (Tennessee) Department of Education.
> VUE 18 Article: Building a Data Culture: A District-Foundation Partnership
Michael Kubiak
Michael Kubiak is a Research Associate in Opportunity and Accountability at the Annenberg Institute for School Reform.
Michael Kubiak conducts qualitative and quantitative research and evaluation in his work with urban districts and partner organizations. He is involved with the development of the Institute's Teaching and Learning Review and is a member of the technical assistance team for the Schools for A New Society high school reform initiative. Previously, he held positions at the University of Michigan, a national youth civic engagement project, and the U.S. Department of Education. Mike received a BA with honors in political science from the University of Michigan and an EdM from the Harvard Graduate School of Education.
> VUE 18 Article: Beyond Test Scores: Leading Indicators for Education
Jacob Mishook
Jacob Mishook is a Research Associate, District Redesign at the Annenberg Institute for School Reform. Jacob Mishook's work includes research, analysis, and report writing in the areas of district redesign, effective central office practices, and data-informed decision making. Previously, Jacob worked as an educational researcher in the Center for Technology in Learning at SRI International. He holds a bachelor's degree in English and sociology with honors in education from Stanford University and a doctorate in educational theory and policy from Pennsylvania State University. His interests include school reform, assessment, and arts education. His dissertation examined the impact of high-stakes testing on arts education at both arts-focused and non-arts-focused elementary schools.
> VUE 18 Article: Beyond Test Scores: Leading Indicators for Education
Richard J. Murnane
Richard J. Murnane is the Juliana W. and William Foss Thompson Professor of Education and Society at the Harvard Graduate School of Education. He is an economist who focuses his research on the relationships between education and the economy, teacher labor markets, the determinants of children's achievement, and strategies for making schools more effective. In his book Who Will Teach? Policies that Matter (with Judith Singer and John Willett), Murnane shows that teachers' salaries and certification requirements strongly affect the composition of the public-school teaching force. Murnane is currently working with HGSE Professor John B. Willett on a book describing how improvements in research design and analysis strategies can help educational researchers to make valid causal inferences in educational policy research.
> VUE 18 Article: Using Data to Inform Decision Making in Urban School Districts: Progress and New Challenges
Robert Rothman
Robert Rothman is responsible for writing Institute publications and editing the Institute's quarterly journal Voices in Urban Education, a "roundtable-in-print" designed to air diverse viewpoints and share new knowledge on vital issues in urban education. He has written for numerous education publications and organizations and was a reporter and editor for Education Week. He was also a senior project associate for Achieve, a study director for the National Research Council, and the director of special projects for the National Center on Education and the Economy. Bob holds a BA in political science from Yale University. He is the author of Measuring Up: Standards, Assessment and School Reform and numerous book chapters and articles on testing and education reform. > VUE 18 Article: Data-Informed Decision Making: Using Data Wisely and Well
Seema Shah
Seema Shah is a Senior Research Associate/Study Director, at the
Community Involvement Program, Annenberg Institute for School Reform.
Seema Shah co-directs a national study on community organizing and school reform. Over the years, Seema has worked extensively with public schools and nonprofit organizations as an evaluator and researcher. Prior to her work at the Institute, Seema completed a post-doctoral fellowship in mental health policy at the Consultation Center, Yale University School of Medicine. She earned a BA in Psychology from Duke University and a PhD in clinical-community psychology from DePaul University, where her dissertation research focused on the acculturation experiences of immigrant and refugee youth.
> VUE 18 Article: How Community Groups Use Data
Kristan Singleton
Kristan Singleton is tools and technologies manager at Education Resource Strategies. She specializes in the use of technology as a lever to support instructional reform. Previous Kristan was Assistant Director and Director of Technology Initiatives, Boston Plan for Excellence in the Public Schools. She supported Boston's whole-school improvement initiatives by partnering with the district on the design of its web-based data analysis system, spearheaded the development and implementation of formative assessments and companion assessment data analysis tools, designed Microsoft Access-based applications to analyze student formative and summative assessment data, and designed knowledge management systems.
> VUE 18 Article: Using Data to Inform Decision Making in Urban School Districts: Progress and New Challenges
Joanne Thompson
Joanne Thompson is a research associate in district redesign at the Annenberg Institute for School Reform. Joanne researches general resources, compiles and analyzes data, compiles annotated bibliographies, writes reports and publications, and helps plan and prepare various meetings and site work. Before coming to the Institute, she was a teaching assistant in the classics department at Brown University. Joanne received a BA in classics and Spanish from the University of Missouri and has completed the coursework for a master's degree in classics at Brown.
> VUE 18 Article: Beyond Test Scores: Leading Indicators for Education
Debra Vaughan
Debra Vaughan is director of research effectiveness for the Public Education Foundation of Chattanooga.
> VUE 18 Article: Building a Data Culture: A District-Foundation Partnership
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