Dolores Acevedo-Garcia, Brandeis University
Dolores Acevedo-Garcia is the Samuel F. and Rose B. Gingold Professor of Human Development and Social Policy and Director of the Institute for Child Youth and Family Policy at the Heller School of Social Policy and Management at Brandeis University. She has also taught at the Harvard School of Public Health and Northeastern University. Ms. Acevedo-Garcia is also Project Director for diversitydata.org, an indicator project on racial/ethnic equity in U.S. metropolitan areas, as well as for diversitydatakids.org, which strives to be a comprehensive database of indicators on child wellbeing and opportunity by race/ethnicity across multiple sectors (e.g., education, health, neighborhoods) and geographies. Ms. Acevedo-Garcia has received numerous awards throughout her career, including the Harvard School of Public Health Excellence in Teaching Citation (2008), the Harvard School of Public Health Mentoring Award (2003), and the Charles Westoff Prize for Excellence in Demographic Research (awarded for dissertation research) (1996). She is a member of the editorial board of the Journal of Health and Social Behavior and of the journal Social Problems, and also currently serves on the Social Science Advisory Board of the Poverty and Race Research Action Council, as well as the National Coalition on School Diversity.
Jomills Henry Braddock II, University of Miami
Dr. Jomills Henry Braddock II is currently a Professor in the Department of Sociology at the University of Miami. He is the former Chair of that department, as well as the founding Director of the Center for Research on Sport in Society (CRSS) at the University of Miami. Prior to joining the University of Miami in 1992, Dr. Braddock served as Director of the Center for Research on Effective Schooling for Disadvantaged Students (CDS) and principal research scientist at the Center for the Social Organization of Schools at Johns Hopkins University. Dr. Braddock was appointed, by former Secretary of Education Richard Riley, for two terms as a member of the National Educational Research Policies and Priorities Board (U.S. Department of Education, Office of Educational Research and Improvement). Dr. Braddock has received many honors for his work, including the James E. Blackwell Founders Award (for distinguished service and lifetime achievement) from the Association of Black Sociologists (2008), and an appointment as a Member of the National Research Policies and Priorities Board, U. S. Department of Education, Office of Educational Research and Improvement (appointed by Richard Riley, U. S. Secretary of Education 1995-1999, reappointed for six-year term 1999-2005).
Casey Cobb, University of Connecticut
Casey D. Cobb is Associate Dean and Professor of Educational Leadership at the Neag School of Education at the University of Connecticut. His research interests include policies on school choice, integration, accountability, and school reform, where he examines the implications for equity and educational opportunity. Dr. Cobb is Editor of Educational Administration Quarterly, a ranked Sage and UCEA journal. He is co-author of Fundamentals of Statistical Reasoning in Education (Wiley/Jossey Bass, 4th ed.) and Leading dynamic schools (Corwin Press). Dr. Cobb has published in such journals as Educational Evaluation and Policy Analysis, Educational Policy, Education and Urban Society, Educational Leadership, and the Peabody Journal of Education. Dr. Cobb is a National Education Policy Center Fellow and member of the Research Advisory Panel for the National Coalition on School Diversity. He holds an A.B. from Harvard University and a Ph.D. from Arizona State University.
Research in Action
- Cobb has studied the effectiveness of magnet schools in Connecticut. See, e.g. Robert Bifulco, Casey Cobb & Courtney Bell, Evaluation of Connecticut’s Interdistrict Magnet Schools, The Center for Education Policy Analysis (University of Connecticut, 2009).
John Diamond, University of Wisconsin – Madison
John B. Diamond is the Hoefs-Bascom Associate Professor of Education in the department of Educational Leadership and Policy Analysis and a faculty affiliate in the departments of Afro-American Studies and Educational Policy Studies at the University of Wisconsin – Madison. A sociologist of education, he studies the relationship between social inequality and educational opportunity examining how educational leadership, policies, and practices shape students’ educational opportunities and outcomes. His research includes a longitudinal study of urban school leadership on which his co-edited volume with James Spillane, Distributed Leadership in Practice, is based (Teachers College Press, 2007).
A second forthcoming book Despite the Best Intentions: How Racial Inequality Persists in Good Schools (with Amanda Lewis, Oxford University Press) examines race and educational opportunities and outcomes in multiracial suburban high schools. His work also includes studies of accountability policy and equity in K-12 schools. He has received research fellowships from the Radcliffe Institute for Advanced Study and the National Academy of Education. He has also received research grants from the National Science Foundation, the American Educational Research Association, and the Institute for Education Sciences.
Throughout his career, Diamond has consistently worked to build collaborative relationships across educational levels and to reduce the divide between research, policy, and practice around issues of educational inequality. He served as the first Research Director for the Minority Students Achievement Network (a national consortium of school districts working to address the racial disparities in students’ outcomes), working with district leaders to study patterns of racial inequality in their schools and enact practices to reduce such inequalities. He is currently working on a project studying how district leaders, principals, and teachers interpret and use research evidence in making practice-based decisions and how links between research and practice can become stronger and more reciprocal. He is also a UW faculty lead (along with Gloria Ladson-Billings) for the Forward Madison Initiative, a multi-year collaborative partnership between the Madison Metropolitan School District and the School of Education at the University of Wisconsin – Madison. This project emphasizes closing opportunity gaps through building new educator induction processes, enhancing professional learning, and increasing workforce diversity.
Erica Frankenberg, Penn State University
Erica Frankenberg (Ed.D., Harvard University) is an assistant professor in the Department of Education Policy Studies in the College of Education at The Pennsylvania State University. Her research interests focus on racial desegregation and inequality in K-12 schools, and the connections between school segregation and other metropolitan policies. Dr. Frankenberg is co-editor of Integrating Schools in a Changing Society: New Policies and Legal Options for a Multiracial Generation (with Elizabeth DeBray), from the University of North Carolina Press. She is also a co-editor of Lessons in Integration: Realizing the Promise of Racial Diversity in America’s Schools (with Gary Orfield), published by the University of Virginia Press (2007). Her work has also been published in education policy journals, law reviews, housing journals, and practitioner publications.
Dr. Frankenberg’s research has examined how the design of school choice policy affects racial and economic student stratification. This has included examining the segregation trends in charter schools as well as analyzing state and federal policy to understand why such patterns of segregation exist in charter schools. She has co-authored (with Gary Orfield) a book to be published in spring 2013 on this topic, Educational Delusions? Why Choice Can Deepen Inequality and How to Make it Fair (from University of California Press). In addition to her teaching and research, she is actively involved with Division L of the American Educational Research Association, including serving on annual meeting program committees and the affirmative action committee. In 2013, she will begin her service as Division L Secretary.
Douglas Harris, Tulane University
Douglas N. Harris, Director of the Education Research Program at the Murphy Institute, is also Associate Professor of Economics, University Endowed Chair in Public Education, and the Director of the Education Research Alliance for New Orleans (Era-New Orleans).
Jennifer Jellison Holme, University of Texas at Austin
Dr. Jennifer Jellison Holme is an Assistant Professor of Educational Policy and Planning in the Department of Educational Administration at the University of Texas at Austin. Dr. Holme’s research focuses on the politics and implementation of educational policy, with a particular focus on the relationship among school reform, equity, and diversity in schools. She specifically seeks to understand how the structure of opportunity within metropolitan areas relates to schooling conditions and outcomes for students, and to examine how educational policies interact with, or are influenced by, these larger metropolitan opportunity structures. Her research interests include: school desegregation (currently focusing on inter-district programs), high stakes testing (exit level testing); and school choice policy. Dr. Holme’s work has been published in Teachers College Record (2013), the American Educational Research Journal (2012), the Review of Educational Research (2010), and the Harvard Educational Review (2002). Dr. Holme is also co-author of Both Sides Now: The Story of Desegregation’s Graduates (2009, University of California Press).
Rucker Johnson, University of California, Berkeley
Rucker Johnson is an Associate Professor in the Goldman School of Public Policy at the University of California, Berkeley. His graduate and postdoctoral training is in labor and health economics. He received his Ph.D. in economics in 2002 from the University of Michigan and was the recipient of three national dissertation awards. Johnson was a Robert Wood Johnson Scholar in Health Policy from 2002 to 2004. His work considers the role of poverty and inequality in affecting life chances. He has focused on such topics as low-wage labor markets, spatial mismatch, the societal consequences of incarceration, the socioeconomic determinants of health disparities over the life course, and the effects of growing up poor and poor infant health on childhood cognition, child health, educational attainment, and later-life health and socioeconomic success.
Richard Kahlenberg, The Century Foundation
Richard Kahlenberg has been called “the intellectual father of the economic integration movement” in K-12 schooling, and “arguably the nation’s chief proponent of class-based affirmative action in higher education admissions.” He is also an authority on teachers’ unions, private school vouchers, charter schools, turnaround school efforts, labor organizing and inequality in higher education.
Kahlenberg’s articles have been published in The New York Times, The Washington Post, The Wall Street Journal, The New Republic, and elsewhere. He has appeared on ABC, CBS, CNN, FOX, C-SPAN, MSNBC, and NPR. He has published a number of books, including:
- A Smarter Charter: Finding What Works for Charter Schools and Public Education (with Halley Potter) (Teachers College Press, 2014)
- Why Labor Organizing Should Be a Civil Right: Rebuilding a Middle-Class Democracy by Enhancing Worker Voice (with Moshe Marvit) (Century Foundation Press, 2012)
- Tough Liberal: Albert Shanker and the Battles Over Schools, Unions, Race and Democracy (Columbia University Press, 2007)
- All Together Now: Creating Middle Class Schools through Public School Choice (Brookings Institution Press, 2001)
- The Future of School Integration: Socioeconomic Diversity as an Education Reform Strategy (2012)
- Improving on No Child Left Behind: Getting Education Reform Back on Track (2008)
Previously, Kahlenberg was a Fellow at the Center for National Policy, a visiting associate professor of constitutional law at George Washington University, and a legislative assistant to Senator Charles S. Robb (D-VA). He also serves on the advisory board of the Pell Institute, the Albert Shanker Institute and the Research Advisory Panel of the National Coalition for School Diversity. In addition, he is the winner of the William A. Kaplin Award for Excellence in Higher Education Law and Policy Scholarship. He graduated magna cum laude from Harvard College and cum laude from Harvard Law School. Between college and law school, he spent a year at the University of Nairobi School of Journalism as a Rotary Scholar.
Research in Action
- In “Turnaround Schools that Work: Moving Beyond Separate But Equal” (The Century Foundation, 2009), Richard makes the case that school turnaround policy should “recognize that school quality is driven by three sets of actors in a school community: students, parents, and faculty (teachers and principals).”
Jamie Lew, Rutgers University
Jamie Lew is associate professor of sociology at Rutgers—Newark. She received her Ph.D. in comparative education and sociology at Teachers College, Columbia University. Her research area includes sociology of education, immigration and education, race and ethnicity. She focuses on school achievement and identities of immigrant children, with a particular focus on Asian American communities.
Professor Lew is also a faculty member of the Ph.D. American Studies Program, as well as the Ph.D. Urban Systems Program—a joint program with Rutgers, New Jersey Institute of Technology (NJIT), and the University of Medicine and Dentistry of New Jersey (UMDNJ). She is also a faculty affiliate of Center for Global Change and Governance, Urban Studies, Women Studies, Urban Education, Institute on Education Law and Policy, as well as the Institute of Ethnicity, Culture, and the Modern Experience.
Roslyn Mickelson, University of North Carolina at Charlotte
Roslyn Arlin Mickelson is Professor of Sociology and Public Policy, Women and Gender Studies, and Information Technology at the University of North Carolina at Charlotte. She taught high school social studies in southern California for nine years prior to enrolling in her doctoral studies at the University of California, Los Angeles. After she received her Ph.D. Mickelson spent a postdoctoral fellowship year at the University of Michigan’s Bush Program in Child Development and Social Policy. Mickelson is a Fellow of the American Educational Research Association and the National Educational Policy Center.
Mickelson’s research focuses upon the political economy of schooling and school reform, particularly the relationships among race, ethnicity, gender, class, and educational organization, processes, and outcomes. Since the late 1990s she has investigated school desegregation and resegregation in Charlotte, North Carolina and more recently, across the nation. She developed a searchable database, the Spivack Archive, which holds almost 600 detailed summaries of empirical research about the relationship between school racial and socioeconomic composition and school outcomes. Harvard Education Press will publish her forthcoming coedited book, Yesterday, Today, and Tomorrow. Desegregation and Resegregation in Charlotte in early 2015. Additionally, with support from the National Science Foundation, Mickelson and her colleagues are investigating the social structural, individual, and, K-16 educational factors that contribute to successfully majoring in science, technology, engineering, and mathematics (STEM) at the 16 campuses of the University of North Carolina system.
Research in Action
- Roslyn was one of the NCSD Steering Committee and Research Advisory Panel members who traveled to Minneapolis in 2011 for an important hearing on Minnesota’s school integration rule. Her testimony summarized social science research on the academic benefits of racial integration. Find out more here.
Pedro Noguera, University of California, Los Angeles
Pedro Noguera is a Distinguished Professor of Education in the Graduate School of Education and Information Sciences at UCLA. His research focuses on the ways in which schools are influenced by social and economic conditions, as well as by demographic trends in local, regional and global contexts. He is the author of eleven books and over 200 articles and monographs. He serves on the boards of numerous national and local organizations and appears as a regular commentator on educational issues on CNN, MSNBC, National Public Radio, and other national news outlets. Prior to joining the faculty at UCLA he served as a tenured professor and holder of endowed chairs at New York University (2003 – 2015) Harvard University (2000 – 2003) and the University of California, Berkeley (1990 – 2000). From 2009 – 2012 he served as a Trustee for the State University of New York (SUNY) as an appointee of the Governor. In 2014 he was elected to the National Academy of Education. Noguera recently received awards from the Center for the Advanced Study of the Behavioral Sciences, from the National Association of Secondary Principals, and from the McSilver Institute at NYU for his research and advocacy efforts aimed at fighting poverty.
sean reardon, Stanford University
Sean Reardon is the endowed Professor of Poverty and Inequality in Education and is Professor (by courtesy) of Sociology at Stanford University. His research focuses on the causes, patterns, trends, and consequences of social and educational inequality, the effects of educational policy on educational and social inequality, and in applied statistical methods for educational research. In addition, he develops methods of measuring social and educational inequality (including the measurement of segregation and achievement gaps) and methods of causal inference in educational and social science research. He teaches graduate courses in applied statistical methods, with a particular emphasis on the application of experimental and quasi-experimental methods to the investigation of issues of educational policy and practice. Sean received his doctorate in education in 1997 from Harvard University. He is a member of the National Academy of Education, and has been a recipient of a William T. Grant Foundation Scholar Award, a Carnegie Scholar Award, and a National Academy of Education Postdoctoral Fellowship.
Vanessa Siddle Walker, Emory University
Vanessa Siddle Walker, Professor of History of American Education and of Qualitative Research Methods at Emory University. She has written numerous articles and book chapters, including a series of manuscripts on the segregated schooling of African American children in the South that have appeared in the Harvard Educational Review, Review of Education Research, and the American Educational Research Journal. She has received the Raymond Cattell Early Career Award, the Best New Female Scholar Award from the Research Focus on Black Education, and the Best New Book Award from the History Division, all from AERA. She is also a recipient of the Young Scholars Award from the Conference of Southern Graduate Schools and is former National Academy of Education/Spencer Foundation Postdoctoral Fellow. Her most recent book, Race-ing Moral Formation: African American Perspectives on Care and Justice (co-edited with John Snarey), received the 2006 Outstanding Book Award from the Moral Development and Education AERA SIG. Her newest book, Hello Professor: The Professional Development and School Leadership of a Black Principal in the Segregated South, 1957-1968, is currently in press.
Professor Walker’s research focus on segregated schooling in the south. Her work considers both portraits of individual school communities (Their Highest Potential, University of North Carolina Press) and, more recently, the network of educational activity that undergirded the development of these schools throughout the South. The latter results are reported in the American Educational Research Association Journal, the Review of Educational Research, and a book forthcoming (Principal Leaders, University of North Carolina Press).
Research in Action
- In 2012 Professor Siddle Walker delivered the 8th Annual Brown Lecture in Education Research. Initiated in 2004, the lecture is designed to feature the important role of research in advancing the understanding of equality and equity in education, and commemorates the Brown v. Board of Education decision in which the U.S. Supreme court took scientific reserach into account in issuing its seminal ruling. Watch Professor Siddle Walker’s lecture here.
Genevieve Siegel-Hawley, Virginia Commonwealth University
Dr. Genevieve Siegel-Hawley’s research focuses on race, education and inequality, with a particular emphasis on examining segregation and resegregation in U.S. metropolitan areas. Her work also examines strategies for promoting inclusive school communities and policy options for a truly integrated society. She received her PhD in Urban Schooling from UCLA’s Graduate School of Education and Information Studies and is a research associate at the UCLA Civil Rights Project. Prior to earning her doctorate, Dr. Siegel-Hawley taught high school history in Baltimore City Schools and Richmond Public Schools.
Some of Dr. Siegel-Hawley’s most recent publications include:
- Race, Choice and Richmond Schools: New Opportunities and Challenges for Diversity in Urban Districts (The Urban Review, 2014)
- Educational Gerrymandering? Race and Attendance Boundaries in a Racially Changing Suburb (Harvard Educational Review, 2013)
- City Lines, County Lines, Color Lines: An Analysis of School and Housing Segregation in Four Southern Metropolitan Areas, 1990-2010 (Teachers College Record, 2013)
Amy Stuart Wells, Columbia University
Amy Stuart Wells is a Professor of Sociology and Education, and the Coordinator of Policy Studies at Teachers College, Columbia University. Dr. Wells’s research and writing has focused broadly on issues of race and education and more specifically on educational policies, such as school desegregation, school choice, charter schools, and tracking, and how they shape and constrain opportunities for students of color. She is the recipient of several honors and awards, including a 2001-02 Fellowship from the Carnegie Corporation’s Scholars Program; the 2000 Julius & Rosa Sachs Lecturer, Teachers College-Columbia University; and the 2000 AERA Early Career Award for Programmatic Research.
Dr. Wells has focused her research on educational policy, race and education, charter schools, school desegregation, and school choice. She has expertise in education policy, the privatization of education, race and ethnicity, school segregation, sociology, and urban schools and populations.
William Trent, University of Illinois
William Trent is Professor of Educational Policy Studies and Sociology at the University of Illinois at Urbana-Champaign. He received a Ph.D. in Sociology from the University of North Carolina at Chapel Hill. Dr. Trent is a member of the Higher Learning Commission and the Higher Education Policy Advisory Board, and serves on the research advisory committee of the Gates Millennium Scholars Program through the Bill and Melinda Gates Foundation. He has been a Fulbright Senior Specialist and served as co-chair of the Committee on Educational Excellence and Testing Equity. His publications include works on school desegregation, access, success and desegregation in higher education, teacher education and equity issues in assessment.
Dr. Trent’s research on educational inequality has focused on school desegregation effects at the K-12 and postsecondary levels, benefits and consequences, social organization of school, status attainment research, co- and extracurricular activities, and comparative education. Dr. Trent has also focused on the impacts of race and ethnicity on social stratification and mobility, as well as on equality of opportunity. He also researches complex organization, social change, and policy.
Linda Tropp, University of Massachusetts at Amherst
Linda R. Tropp is Professor of Social Psychology and Director of the Psychology of Peace and Violence Program at the University of Massachusetts Amherst. She received the 2012 Distinguished Academic Outreach Award from the University of Massachusetts Amherst for excellence in the application of scientific knowledge to advance the public good. Tropp also received the 2013 Outstanding Teaching and Mentoring Award and the 2003 Allport Intergroup Relations Prize from the Society for the Psychological Study of Social Issues, as well as the Erikson Early Career Award from the International Society of Political Psychology, and the McKeachie Early Career Award from the Society for the Teaching of Psychology. Tropp is a Fellow of the American Psychological Association, the Society of Experimental Social Psychology, and the Society for the Psychological Study of Social Issues. She has been a visiting scholar at the National Center for Peace and Conflict Studies (New Zealand), the Kurt Lewin Institute (Netherlands), the Marburg Center for Conflict Studies (Germany), the Center for the Study of Conflict and Social Cohesion (Chile), and the International Graduate College on Conflict and Cooperation (Germany, UK, Belgium), where she has delivered lectures and taught workshops on prejudice reduction and intervention. She has worked with national organizations to present social science evidence in U.S. Supreme Court cases on racial integration, on state and national initiatives to improve interracial relations in schools, and with non-governmental and international organizations to evaluate applied programs designed to reduce racial and ethnic conflict. She is co-author of “When Groups Meet: The Dynamics of Intergroup Contact” (March 2011, Psychology Press), editor of the “Oxford Handbook of Intergroup Conflict” (June 2012, Oxford University Press), and co-editor of “Moving Beyond Prejudice Reduction: Pathways to Positive Intergroup Relations” (February 2011, American Psychological Association Books) and “Improving Intergroup Relations” (August 2008, Wiley-Blackwell).
Research in Action
- Linda was one of the NCSD Steering Committee and Research Advisory Panel members who traveled to Minneapolis in 2011 for an important hearing on Minnesota’s school integration rule. Her testimony summarized social science research on intergroup relations benefits of racial integration. Find out more here.
Richard Valencia, The University of Texas at Austin
Richard R. Valencia is Professor of Educational Psychology and Faculty Associate of the Center for Mexican American Studies at The University of Texas at Austin. He is also Fellow in the Lee Hage Jamail Regents Chair in Education. Dr. Valencia’s area of scholarly specialization is racial/ethnic minority education, with a particular focus on Mexican Americans (educational history; testing/assessment issues; social thought; demographic trends; educational litigation; intellectual/academic test performance; educational policy). Dr. Valencia’s honors include the 2001 Distinguished Career Contribution Award, awarded by the American Educational Research Association, and the 2001 Distinguished Faculty Award from the Texas Association of Chicanos in Higher Education. During his career, Dr. Valencia has served as an expert witness for plaintiffs of color in a number of education lawsuits, most recently in the 2006 federal-level Santamaria v. Dallas Independent School District segregation case in which the plaintiffs prevailed.
Dr. Valencia’s research focuses on: the intellectual and academic development of racial/ethnic minority children; psychometric evaluation of intelligence and achievement tests; social and psychological foundations of minority schooling; minority school failure and success; and teacher testing and prospective minority teachers.