)is assistant professor of education at the Stanford University. Shestudies children’s schooling and social welfare in China. Her researchfocuses on the community and school contexts in which children learnand develop, particularly in China’s rural areas. Since 1998, she hasworked on the Gansu Survey of Children and Families, a longitudinalresearch project that investigates family, school, and communityfactors that support children’s education and healthy development inrural, northwest China. She is also working on other research includingan analysis of Chinese educational policy trends and an examination ofsending and receiving communities for migrant children. Adams receivedher doctorate in education in 2005 from Harvard University. Recentpublications include “Community Matters in China” (Research in the Sociology of Education
, 2006) and “Trends in Children’s Social Welfare in China: Access to Health Insurance and Education” (with Emily Hannum, China Quarterly
,2005). In addition to her experience as a researcher in China, Adams also has five years of experience teaching in Greater China.
Eric P Bettinger (
) is an associate professor in the Stanford University School of Education. His research interests include economics of education; student success and completion in college; teacher characteristics and student success in college; effects of voucher programs on both academic and non-academic outcomes. Eric is also studying what factors determine student success in college. Eric’s work aims to bring understanding of these cause-and-effect relationships in higher education. His most recent work focuses on the effects of FAFSA simplification on students' collegiate outcomes.
Anthony Bryk (
)holds the Spencer Chair in Organizational Studies in the School ofEducation and the Graduate School of Business at Stanford University.In his former position at the University of Chicago, he was theFounding Director of the Consortium on Chicago School Research (CCSR)which developed a national representation for its twin mission ofconducting high quality research on urban school reform coupled with anactivist public informing about these research findings. His main areasof expertise are school organization, education reform, accountability,assessment, and educational statistics. Dr. Bryk's current researchfocuses on the organizational redesign of schools and school systemsand the integration of technology into the work of schools. He teachescourses at both Schools, including Advanced Statistical Methods,Hierarchical Linear Models (HLM), and courses related to organizationalchange and leadership.
Martin Carnoy (
)is a labor economist with a special interest in the relation betweenthe economy and the educational system. To this end, he studieshistorical and comparative international educational systems. With therecent globalization of the labor force and unprecedented shifts inU.S. domestic demand for cognitive skills, Dr. Carnoy is evaluating thepossibility of rapid educational reform and its effect on the laborforce.
Linda Darling-Hammond (
)is the Charles E. Ducommun Professor of Education at StanfordUniversity, where she has launched the Stanford Educational LeadershipInstitute and the School Redesign Network. Professor Darling-Hammondhas also served as faculty sponsor for the Stanford Teacher EducationProgram. Prior to Stanford, Darling-Hammond was William F. RussellProfessor in the Foundations of Education at Teachers College, ColumbiaUniversity. There, she was the founding Executive Director of theNational Commission for Teaching and America's Future, the blue-ribbonpanel whose 1996 report What Matters Most: Teaching for America'sFuture, catalyzed major policy changes across the United States toimprove the quality of teacher education and teaching. Her research,teaching, and policy work focus on issues of teaching quality, schoolreform, and educational equity. Among her more than 200 publications isThe Right to Learn, recipient of the American Educational ResearchAssociation's Outstanding Book Award for 1998, and Teaching as theLearning Profession (co-edited with Gary Sykes), recipient of theNational Staff Development Council's Outstanding Book Award for 2000.
Pam Grossman's (
)teaching and research interests center on the education of teachers,the relationship between teacher education and knowledge, and policyand programmatic issues related to teacher education. Her publicationsinclude: The Making of a Teacher: Teacher Knowledge and TeacherEducation, a co-edited volume (with Sam Wineburg), entitledInterdisciplinary Curriculum: Challenges to Implementation, as well asarticles in Teachers College Record, American Educational ResearchJournal, Educational Researcher, Journal of Literacy Research, Teachingand Teacher Education , Review of Research in Education, among others.Her current research includes a study of pathways into teaching in NewYork City schools (with Don Boyd, Hamp Lankford, Susanna Loeb, and JimWyckoff) and a cross-professional study of preparation of clergy,teachers, and clinical psychologists. She has served as theVice-President of Division K (Teaching and Teacher Education) for theAmerican Educational Research Association and as a member of AERA’sCouncil and Executive Board.
Patti Gumport's (
)research addresses key changes in the academic landscape andorganizational character of American higher education. Extending coreconcerns in the sociology of knowledge to the study of highereducation, she studies how institutional practices and organizationalcontexts reshape the content, structure, practice, and relativelegitimacy of academic fields. Her current research examines academicrestructuring in public higher education. Through in-depth casestudies, she shows how faculty and administrators respond to economicand political pressures, attempt to reconcile tensions between academicgovernance and management principles, and determine appropriate formsof support for new and long-existing fields. Dr. Gumport's expertiseextends across a range of higher education issues: academic change,mission clarification, program review, faculty governance, graduateeducation, public system redesign, and collaboration.
Ed Haertel (
)is an expert in the area of educational testing and assessment. Helooks at ways in which teachers and policymakers use and interprettests, including uses that go beyond the accurate measurement ofability and achievement. He is currently examining evidence ofdifferent responses by teachers in high-resource versus low-resourceclassrooms to the pressures of external accountability testing.
Eric Hanushek (
)is the Paul and Jean Hanna Senior Fellow at the Hoover Institution ofStanford University. He is also chairman of the Executive Committee forthe Texas Schools Project at the University of Texas at Dallas, aresearch associate of the National Bureau of Economic Research, and amember of the Koret Task Force on K–12 Education. He is a leadingexpert on educational policy, specializing in the economics and financeof schools. His on-going research spans a number of the most importantand controversial areas of education policy including the impacts ofhigh stakes accountability and of class size reduction and theimportance of teacher quality. These analyses, combined with his workon efficiency and resource usage, relate directly to current debatesabout school finance policy and the concepts of adequacy and equity asthey have been applied in litigation. Analyses of growth and theeconomic impact of school outcomes provide an economic rationale forimproving school quality and for promoting more efficient use of schoolresources. His books include The Economics of Schooling and SchoolQuality, Assessing Policies for Retirement Income, Improving America'sSchools, Assessing Knowledge of Retirement Behavior, Modern PoliticalEconomy, Making Schools Work, Educational Performance of the Poor,Improving Information for Social Policy Decisions, Statistical Methodsfor Social Scientists, and Education and Race. In addition, he haspublished numerous articles in professional journals.
Michael Kirst (
)brings years of personal experience in government educationpolicymaking--at both federal and state levels--to his classrooms andresearch. He is codirector of Policy Analysis for California Education(PACE), a research consortium including Stanford, UC Berkeley, and USC.In this capacity, Dr. Kirst is at the forefront of the PACE agenda toprovide analysis and assistance to California policymakers to helpbuild an ongoing picture of California education, including informationon student enrollment, performance, curriculum, human and fiscalresources, and school reform. This is accomplished through analysis anddissemination of papers on educational policy issues.
Bill Koski (
)is the Eric & Nancy Wright Professor of Clinical Education andProfessor of Law at the Stanford Law School where he directs the Youthand Education Law Clinic, an in-house legal clinic devoted to ensuringthat disadvantaged children and communities receive excellent and equaleducational opportunities. Koski is a 1993 graduate of the Universityof Michigan Law School and received a Ph.D. in Educational PolicyAnalysis at the Stanford School of Education in 2003. After a stint inprivate practice with Orrick, Herrington & Sutcliffe and starting aboutique litigation firm with three other lawyers, Koski joined theEast Palo Alto Community Law Project in 1997 and has representedhundreds youth and families in race discrimination, student discipline,and disability rights matters. He has served as co-counsel in threerecent complex class action matters, including Emma C. v. Eastin,a pathbreaking class-action lawsuit that seeks to systemically reformthe special education delivery service in a Bay Area school district. As an educational researcher, Koski has published articles oneducational equity and adequacy, the politics of judicialdecision-making, and postsecondary remedial education, and has providedexpert witness testimony in the Williams v. California school reform litigation.
Daniel McFarland (
)is associate professor of education at Stanford University, specializing in the organizational dynamics of schools. In particular, he focuses on cresive moments that order and transform classroom interactions, peer relations, student careers, and membership affiliations, and in turn, how these organizational dynamics influence key educational outcomes. McFarland teaches graduate level courses in social networks and organizations, and he has been central to the development of dynamic network visualization tools. He is currently engaged in an NSF project analyzing the variation in social structural characteristics of American high schools and their effects on key outcomes of achievement and civic participation, and he has begun a series of projects on higher education reforms that merge his methodological interest in social network analysis and computational linguistics. Dan is also an associate professor of sociology and business (by courtesy) at Stanford.
Sean Reardon (
)is associate professor of education at Stanford University,specializing in the effects of educational policy on educational andsocial inequality, the causes, patterns, and consequences ofresidential and school segregation, and applied statistical methods foreducational research. His primary research examines the relativecontribution of family, school, and neighborhood environments toracial/ethnic and socioeconomic achievement disparities. In addition,his research develops applied quantitative methods for examiningvariation in treatment effects and for measuring aspects of school andneighborhood context. He teaches graduate courses in appliedstatistical methods, with a particular emphasis on the application ofexperimental and quasi-experimental methods to the investigation ofissues of educational policy and practice. Sean received his doctoratein education in 1997 from Harvard University. He is currently arecipient of a William T. Grant Foundation Scholar Award to fund hiswork on the causal effect of neighborhood conditions on adolescenteducational and social outcomes. In addition, he is also a CarnegieScholar, which funds his work on the effects of programs for Englishlanguage learners on the educational trajectories of Latino students.Sean is also an associate professor of sociology (by courtesy) atStanford.
Rob Reich (
),Assistant Professor of Political Science, Ethics in Society, and, bycourtesy, Education, at Stanford University. His main interests are incontemporary liberal theory, and he is working on two projects, thefirst on the ideals of equality and adequacy as applied to schoolreform, the second about topics in ethics, public policy, andphilanthropy.
He is the author ofBridging Liberalism and Multiculturalism in American Education(University of Chicago Press, 2002) and other articles on theintersection of political theory and educational theory. Rob is therecipient of the Walter J. Gores Award, Stanford University’s highestaward for teaching. He has also received fellowships from the SpencerFoundation and the Stanford Humanities Center. In 2004-05, he was aLaurance Rockefeller Visiting Fellow at the Center for Human Values atPrinceton University. Before attending graduate school, Rob was asixth grade teacher at Rusk Elementary School in Houston, Texas.