NEPC Topic Experts on Accountability and Testing

Frank Adamson is an Associate Professor of Education Leadership and Policy Studies at California State University, Sacramento. He studies relationships between political and economic systems and education equity and opportunity in the U.S. and internationally. Dr. Adamson’s research areas include education finance, education privatization, advocacy, and the legal right to education. His latest volume, Realizing the Abidjan Principles on the Right to Education: Human Rights, Public Education, and the Role of Private Actors in Education, analyzes the application of international human rights law in education. On the Price of Opportunity project that studies the actual cost for education systems to realize their role as great equalizers, he studies how stakeholders engage in “opportunity dreaming” and social sector supports within and outside of schools. Dr. Adamson has written about the impact of charter school reform on students and communities in both Oakland and New Orleans, teacher salary differences in New York and California labor markets, has completed studies for the USDOE, OECD, IEA, and UNESCO, including analyses of PISA and TIMSS, and has produced 4 books and over 50 publications. Dr. Adamson holds an MA in Sociology and a Ph.D. in International Comparative Education, both from Stanford University.   

Email Frank Adamson at: adamson@csus.edu

Audrey Amrein-Beardsley, a former middle- and high-school mathematics teacher, received her Ph.D. in 2002 from Arizona State University (ASU) from the Division of Educational Leadership and Policy Studies with an emphasis on Research Methods. Awarded tenure in 2010 as an ASU Presidential Exemplar, and promoted again in 2016, she is currently a Professor in the Mary Lou Fulton Teachers College at ASU. Her research interests include educational policy, research methods, educational measurement, test (ab)uses, and value-added measurements and systems. In addition, she researches aspects of teacher and school quality as well as program and personnel evaluation.

Email Audrey Amrein-Beardsley at: audrey.beardsley@asu.edu

David C. Berliner is Regents’ Professor of Education Emeritus at Arizona State University. He has also taught at the Universities of Arizona and Massachusetts, at Teachers College and Stanford University, and at universities in Canada, Australia, The Netherlands, Denmark, Spain, and Switzerland. He is a member of the National Academy of Education, the International Academy of Education, and a past president of both the American Educational Research Association (AERA) and the Division of Educational Psychology of the American Psychological Association (APA).

He is the winner of numerous awards, most notably the Brock award and the AERA award for distinguished contributions to education, the E. L. Thorndike award from the APA for lifetime achievements, and the NEA “Friend of Education” award for his work on behalf of the education profession.  An interview with Professor Berliner on Your Education Matters can be found here.

Professor Berliner has authored more than 200 published articles, chapters and books. Among his best known works is the book co-authored with B. J. Biddle, The manufactured crisis, and the book co-authored with Sharon Nichols, Collateral damage: How high-stakes testing corrupts American education. He co-edited the first Handbook of educational psychology and the books Talks to teachers, and Perspectives on instructional time. His most recent book, 50 Myths and Lies that Threaten America’s Public Schools, was co-authored with Gene V Glass and students, and published in March, 2014.

Email David C. Berliner at: berliner@asu.edu
 

Bryan McKinley Jones Brayboy (Lumbee) is the dean of Northwestern University’s School of Education and Social Policy. Previously he was President’s Professor in the School of Social Transformation at ASU and Vice President of Social Advancement. He also serves as senior advisor to the president, director of the Center for Indian Education, and co-editor of the Journal of American Indian Education. He also has affiliations with the Mary Lou Fulton Teachers College, American Indian Studies, and the Department of English. From 2007-2012, he was Visiting President’s Professor of Indigenous Education at the University of Alaska Fairbanks. In the last 15 years, he and his team have created programs in Alaska, Arizona, and Utah that have prepared over 125 Indigenous teachers, most of whom are still teaching in Indian Country. His research focuses on the experiences of Indigenous students, staff, and faculty in institutions of higher education, Indigenous Knowledge Systems, and Indigenous Research Methodologies.

Email Bryan Brayboy at: Bryan.Brayboy@Northwestern.edu

Carol Corbett Burris became Executive Director of the Network for Public Education Foundation in August 2015, after serving as principal of South Side High School in the Rockville Centre School District in NY since 2000.  Prior to becoming a principal, she was a teacher at both the middle and high school level.  She received her doctorate from Teachers College, Columbia University, and her dissertation, which studied her district’s detracking reform in math, received the 2003 National Association of Secondary Schools’ Principals Middle Level Dissertation of the Year Award.  In 2010, she was named Educator of the Year by the School Administrators Association of New York State, and in 2013, she was named SAANYS New York State High School Principal of the Year.  Dr. Burris co-authored Detracking for Excellence and Equity (2008) and Opening the Common Core: How to Bring ALL Students to College and Career Readiness (2012), and authored On the Same Track: How Schools Can Join the 21st Century Struggle against Re-segregation (2014). Her articles have appeared in Educational Leadership, Kappan, American Educational Research Journal, Teachers College Record, Theory into Practice, School Administrator, American School Board Journal and Education Week. She regularly expresses her concerns about the misuse and unintended consequences of high-stakes testing in the Washington Post, The Answer Sheet blog.

E-mail Carol Burris at: burriscarol@gmail.com

Gregory Camilli is a professor at Rutgers University. His research interests include the effects of educational programs including Head Start and psychometric issues in educational policy, meta-analysis, and differential item functioning.

Email Gregory Camilli at: camilli@rutgers.edu

Madhabi Chatterji is Professor of Measurement, Evaluation, and Education at Teachers College, Columbia University, where she founded and directs the Assessment and Evaluation Research Initiative (AERI, www.tc.edu/aeri), a center dedicated to promoting meaningful use of assessment and evaluation information, internationally and across disciplines.  Her research and teaching interests lie broadly in assessment-evaluation methodology. Specifically, her work has focused on instrument design, construct validation and validity issues; evidence standards and the evidence debate; a diagnostic model of classroom assessment; and assessment policy issues in K-12 education, health and psychology, including the topics of educational equity and standards based reforms. She is co-editor of Quality Assurance in Education, an international journal in educational evaluation, and is a member of the university-wide Faculty Steering Committee of the Columbia Global Center-South Asia.

Email Madhabi Chatterji at mb1434@tc.columbia.edu

Sherman Dorn is the Director of the Division of Educational Leadership and Innovation at the Arizona State University Mary Lou Fulton Teachers College, and editor of the Education Policy Analysis Archives. His research interests include how schools educate children they have treated poorly in the past and how we define educational problems as a society. He received a Ph.D. in history from the University of Pennsylvania in 1992.

Email Sherman Dorn at sherman.dorn@gmail.com

Sherman Dorn's blog

Amy Farley is an assistant professor in the Educational Leadership & Policy Studies program within the School of Education at the University of Cincinnati. Her research focuses broadly on equity in P-20 education systems and how consequential K-12 and postsecondary policies impact educational opportunity. She pays particular attention to school and university reform; high-stakes policies, including those regarding data use, measurement, and assessment; and the disparate impact of policies on minoritized student and teacher populations. Before becoming a faculty member, Amy worked as a K-12 educator and a Strategic Data Fellow through Harvard University’s Center for Education Policy Research, where she worked closely with state and local agencies to conduct research and provide technical assistance regarding the implementation of education policies and reforms related to standards, educator evaluation, and student assessment.

Email Amy Farley at: farleyay@ucmail.uc.edu

Kara Finnigan is a professor of education at the University of Michigan's School of Education. Previously, she spent 19 years at the University of Rochester, most recently as Professor of Education Policy and Leadership and as a Distinguished Equity, Inclusion, and Social Transformation Fellow. She has conducted research and evaluations of K-12 educational policies and programs at the local, state, and federal level for more than 25 years. She has written extensively about low-performing schools and high-stakes accountability, district reform, principal leadership, and school choice. Finnigan has published two edited books and her co-authored book Striving in Common: A Regional Equity Framework for Urban Schools was published last year by Harvard Education Press. Her research blends perspectives in education, sociology, and political science; employs both qualitative and quantitative methods, including social network analysis and GIS mapping; and focuses on urban school districts. Her recent research focuses on diffusion of research evidence through school systems, connections between housing and education policy to reduce segregation, and equity networks that focus on system change. Finnigan serves on the Rochester Monroe Anti-Poverty Initiative’s Policy Committee and was recently invited to testify at a hearing of the New York Advisory Committee to the U.S. Commission on Civil Rights.

Email Kara Finnigan at: ksfinn@umich.edu

Bruce Fuller is professor of education and public policy, University of California, Berkeley. His research focuses on early learning in diverse families and how institutions struggle to serve pluralistic communities. His forthcoming book is After the State and Market, a study of successful, decentralizing organizations (University of Chicago Press). Fuller is author of Standardized Childhood and Government Confronts Culture. A former research sociologist at the World Bank, he taught at Harvard University before returning to California.

Email Bruce Fuller at: b_fuller@uclink4.berkeley.edu

Patricia Gándara is a Research Professor at the Graduate School of Education at UCLA. Her professional interests in graduate teaching include education policy/education reform, social context of learning, learning and assessment, and educational equity/bilingual and multicultural education. She is currently the co-director of the Civil Rights Project/Proyecto Derechos Civiles. She was President of the Sociology of Education Association in 1995 and Chair of the UC Linguistic Minority Research Institute in 1995. She has also been Chair of the Program Committee for Division G and Chair of the Hispanic SIG of the American Educational Research Association.

Email Patricia Gándara at: pcgandara@gmail.com

Civil Rights Project/Proyecto Derechos Civiles

David R. Garcia is an Associate Professor in the Mary Lou Fulton Teachers College at Arizona State University. Garcia's professional experience includes extensive work in education policy development and implementation. His scholarship centers on school choice, accountability, and research utilization. In 2018, he published School Choice (MIT Press). His current book, Teach Truth to Power (MIT Press, 2022), is on the intersection between research, policy, and politics.

Email David R. Garcia at: david.garcia@asu.edu

Keith Gayler is currently an independent consultant. He was previously Program Director for Common Core State Standards at the Council of Chief State School Officers (CCSSO), Lead Academic Policy Analyst for the Maryland State Department of Education, Director of Research for the Abell Foundation, and Associate Director of the Center on Education Policy. His writings and research have covered topics such as high-stakes testing; federal education policy including NCLB, IASA, the Comprehensive School Reform Demonstration project, and 21st Century Community Learning Centers; special education in Baltimore City Public Schools; and developing and validating instruments to measure classroom instructional processes. His graduate work in education took place at Stanford University and Harvard University.

Email Keith Gayler at: kgayler@hotmail.com

Julian Vasquez Heilig is the Provost and Vice President for Academic Affairs at Western Michigan University. His research and practice are primarily focused on K-12 and higher education curriculum, policy, and leadership that impacts equity and innovation. He was recently selected as a recipient of the 2022 Linda C. Tillman Social & Racial Justice Award— which recognizes an academic who demonstrates outstanding leadership in furthering the values of “diversity, equity, and social justice in PK-20 educational organizations.” He obtained his Ph.D. in Education Administration and Policy Analysis and a Masters in Sociology from Stanford University. He also holds a Masters of Higher Education and a Bachelor’s of History and Psychology from the University of Michigan Ann Arbor.

Email Julian Vasquez Heilig at: j.vasquezheilig@wmich.edu

Dr. Kevin Kumashiro (https://www.kevinkumashiro.com) is the founding chair of the national network, Education Deans for Justice and Equity (EDJE).  He is an internationally recognized expert on educational policy, school reform, teacher preparation, and educational equity and social justice, with a wide-ranging list of accomplishments and awards as a scholar, educator, leader, and advocate.  Dr. Kumashiro is the former Dean of the Schools of Education at the University of San Francisco and Hofstra University, and is the award-winning author or editor of ten books, including Against Common Sense: Teaching and Learning toward Social Justice, and most recently, Surrendered: Why Progressives are Losing the Biggest Battles in Education. His recent awards include the 2016 Social Justice in Education Award from the American Educational Research Association, and an honorary Doctor of Humane Letters from the Lewis and Clark Graduate School of Education and Counseling.

Email Kevin K. Kumashiro at: kevin@kevinkumashiro.com

Jaekyung Lee, PhD, is a professor and former dean of the Graduate School of Education at the University at Buffalo, SUNY. A fellow of the prestigious American Educational Research Association (AERA), Lee is an internationally recognized leader in educational policy, accountability and equity, and international and comparative education. He has a PhD in education from the University of Chicago. Lee is currently a Richard P. Nathan Fellow of the Rockefeller Institute of Government. He was also a fellow of the Center for Advanced Study in the Behavioral Sciences at Stanford University and a fellow of the National Education Policy Center at the University of Colorado at Boulder. He is the recipient of 2007 AERA Raymond B. Cattell Early Career Award and 2015 Western New York Educational Service Council Robert W. Heller Award. Lee is the author of "The Anatomy of Achievement Gaps: Why and How American Education is Losing (But Can Still Win) the War on Underachievement" (Oxford University Press).

Email Jaekyung Lee at: jl224@buffalo.edu

Following a decade as the Managing Director of the National Education Policy Center at the University of Colorado, William J. Mathis serves as a Senior Policy Advisor to the center. He was a co-recipient of the national Friend of Public Education award. As the superintendent of schools in Brandon, Vermont, he was a National Superintendent of the Year finalist and a Vermont Superintendent of the Year. A plaintiff and finance expert in the successful school funding lawsuit, the state’s educational system was transformed. He was appointed to the Vermont State Board of Education and served as vice-chair. In earlier work he was Deputy Assistant Commissioner in New Jersey where he directed the state’s assessment system and evaluated the Constitutionality of the school system. Consultant work across the nation followed. He has published or presented research on finance, assessment, accountability, standards, cost-effectiveness, education reform, history, and Constitutional issues. He also serves on various editorial boards and frequently publishes commentaries on educational policy issues. He has co-edited several books and has been featured in several periodicals. He is a board member of the Horace Mann League and sits on his local school board.

Email William J. Mathis at: williamjmathis@gmail.com

Gary Miron is professor of evaluation, measurement, and research at Western Michigan University. He has extensive experience evaluating school reforms and education policies. Over the past two decades he has conducted several studies of school choice programs in Europe and in the United States, including nine state evaluations of charter school reforms. In recent years, his research has increasingly focused on the education management organizations (EMOs) and efforts to create systemic change in urban schools in Michigan and rural schools in Louisiana. Prior to coming to Western Michigan University, Dr. Miron worked for 10 years at Stockholm University in Sweden.


Email Gary Miron at: garmiron@gmail.com

Tel. 269-599-7965

Deborah Palmer is a Professor in the program in Equity, Bilingualism and Biliteracy in the School of Education at the University of Colorado Boulder.. A former two-way dual language bilingual teacher in California, she conducts qualitative research using ethnography and discourse analysis in linguistically diverse settings. Her interests include bilingual education policy and politics; critical additive bilingual education; teacher preparation for linguistically/culturally diverse teaching contexts; language, power and identity; and bilingual teacher leadership. In particular, Dr. Palmer examines issues of race and class in bilingual settings, and the impact of critical awareness of teachers for mitigating hegemonic discourses. She explores various ways to open equitable spaces/opportunities for learning for linguistically diverse children in school. She is interested in how bilingual children can be positioned or position themselves in academically powerful ways within a classroom.

Recent publications include:

Palmer, D., & Henderson, K. (2016) Dual language tracking and teacher discourses on emergent bilingual students. International Multilingual Research Journal, 10(1), 17-30.

Palmer, D. & Martínez, R. (2016) Developing biliteracy: What do teachers really need to know about language? Research Commentary, Language Arts 93(5), 379-385.

Fitzsimmons-Doolan, S., Palmer, D. & Henderson, K. (2015). Language ideologies and district-wide dual language program implementation. International Journal of Bilingual Education and Bilingualism.

Jennifer King Rice is Professor of Education Policy and Dean of Graduate Studies and Faculty Affairs in the College of Education at the University of Maryland. She earned her M.S. and Ph.D. degrees from Cornell University. Prior to joining the faculty at Maryland, she was a researcher at Mathematica Policy Research in Washington, D.C. Dr. Rice’s research draws on the discipline of economics to explore education policy questions concerning the efficiency, equity, and adequacy of U.S. education systems. Her current work focuses on teachers as a critical resource in the education process. She has published more than 50 articles and book chapters. Her authored and edited books include Fiscal Policy in Urban Education; High Stakes Accountability: Implications for Resources and Capacity; and Teacher Quality: Understanding the Effectiveness of Teacher Attributes, winner of the 2005 American Association of Colleges for Teacher Education book award. As a national expert in education finance and policy, Dr. Rice regularly consults with numerous policy research organizations and state and federal agencies. She was a National Academy of Education / Spencer Foundation post-doctoral fellow in 2002-03, and spent a recent sabbatical leave as a Visiting Fellow at the Urban Institute.  She is a past president of the Association for Education Finance and Policy. 

Email Jennifer King Rice at: jkr@umd.edu

Jesse Rothstein is Associate Professor in the Goldman School of Public Policy and the Department of Economics at the University of California, Berkeley and a Research Associate of the National Bureau of Economic Research.   His research focuses on education and tax policy, and particularly on the way that public institutions ameliorate or reinforce the effects of children’s families on their academic and economic outcomes. His recent work includes studies of the evaluation of teacher quality using student achievement data; the design of incentive compensation contracts for teachers; the role of family income in the black-white test score gap; and the effects of unemployment insurance on job search.  His work has been published in the American Economic Review, the Quarterly Journal of Economics, and the Brookings Papers on Economic Activity, among other outlets. He has a Ph.D. in economics and a Masters in Public Policy, both from the University of California, Berkeley. 

Email Jesse Rothstein at: rothstein@berkeley.edu

Joydeep Roy is a senior economist at the New York City Independent Budget Office and a visiting professor at Columbia University. He holds a Ph.D. in economics from Princeton University. His primary research interests include public economics and public policy, economics of education, labor economics, economic development and political economy. His current research focuses on school choice and accountability, school finance and adequacy issues, teacher labor markets and topics in higher education. In recent work, he has looked at the effect of school finance reform in Michigan, high school graduation rates and the phenomenon of early admissions to U.S. colleges and universities. In ongoing research, he is investigating teacher mobility patterns, the relative efficacy of charter schools and the intended and unintended consequences of merit aid programs.

Email Joydeep Roy at:  jr3137@columbia.edu

Diane Whitmore Schanzenbach, as a visiting professor, is Senior Advisor to the President for Academic Excellence and Associate Provost at the University of Florida. She is a professor in the School of Education and Social Policy at Northwestern University, Director of the Institute for Policy Research, and a Research Associate at the National Bureau of Economic Research. She is also a research consultant at the Federal Reserve Bank of Chicago. She studies policies aimed at improving the lives of children in poverty, including education, health, and income support policies. Her recent work has focused on tracing the impact of major public policies such as the Food Stamp Program and early childhood education on children’s long-term outcomes. 

Email Diane Whitmore Schanzenbach at: dws@northwestern.edu

Jack Schneider, Ph.D., the Dwight W. Allen Distinguished Professor of Education at the University of Massachusetts Amherst, is a historian and policy analyst who studies the influence of politics, rhetoric, culture, and information in shaping attitudes and behaviors. His research examines how educators, policymakers, and the public develop particular views about what is true, what is effective, and what is important. Drawing on a diverse mix of methodological approaches, he has written about measurement and accountability, segregation and school choice, teacher preparation and pedagogy, and the relationship between research and practice. His current work, on how school quality is conceptualized and quantified, has been supported by the Spencer Foundation and the Massachusetts State Legislature. The author of four books, Schneider is a regular contributor to outlets like the Washington Post and the Atlantic, and co-hosts the education policy podcast Have You Heard. He is also the co-founder and Director of Research for the Massachusetts Consortium for Innovative Education Assessment.

Janelle Scott is a Professor and the Robert C. and Mary Catherine Birgeneau Distinguished Chair in Educational Disparities at the University of California at Berkeley in the Graduate School of Education, African American Studies Department, and Goldman School of Public Policy. She earned a Ph.D. in Education Policy from the University of California at Los Angeles’ Graduate School of Education and Information Studies, and a B.A. in Political Science from the University of California at Berkeley. Before earning her doctorate, she was a teacher in Oakland, California. 

Professor Scott’s research investigates how market-based educational reforms affect democratic accountability and equity in public education. She has explored this research program across several policy strands: 1) the racial politics of public education, 2) the politics of school choice, marketization, and privatization, 3) the politics of research evidence on market-oriented reforms, and, 4) the role of elite and community-based advocacy in shaping public education and research evidence utilization. Her work has appeared in several edited books and journals, including the Peabody Journal of Education, Educational Policy, Qualitative Inquiry, the American Educational Research Journal, and the Harvard Educational Review.

She was awarded a Spencer Dissertation Year Fellowship, and a National Academy of Education/Spencer Foundation Postdoctoral Fellowship. In 2014, she was awarded the Distinguished Scholar Award from the American Educational Research Association’s (AERA) Committee on Scholars of Color.  In 2020, she was elected as an AERA Fellow. She is Vice President for Division L (Policy and Politics) of AERA (2019-2022). She is the editor of School choice and diversity: What the evidence says (2005 Teachers College Press), and, with Sonya Horsford and Gary Anderson, author of The Politics of Education in an Era of Inequality: Possibilities for democratic schooling (2018 Routledge). 

Email Janelle T. Scott at: jtscott@berkeley.edu

Robert Shand is an Assistant Professor of Education Policy and Leadership at American University and an affiliated researcher with the Center for Benefit-Cost Studies of Education at Teachers College, Columbia University. He received his Ph.D. in Economics and Education from Teachers College, Columbia University. A former high school economics and government teacher, his interests lie at the intersection of research, policy and practice. His current research focuses on teacher improvement through collaboration and professional development and how schools and teachers use data from economic evaluation and accountability systems to make decisions and improve over time. Recent work at CBCSE has emphasized the unique opportunities and methodological challenges of evaluating complex partnership programs, including the university-school-community partnership Raising Educational Achievement Coalition of Harlem, and the comprehensive student support program, City Connects. He is a co-author of the third edition of Economic Evaluation in Education: Cost-Effectiveness and Benefit-Cost Analysis, and he has contributed to publications in the American Journal of Evaluation, Educational Evaluation and Policy Analysis, and the Journal of Research on Educational Effectiveness.

Email Robert Shand at: rshand@american.edu

Benjamin R. Shear is an assistant professor in the Research and Evaluation Methodology program at the CU Boulder School of Education. His research and teaching focus on issues related to educational testing and the use of quantitative methods in educational research.

Email Benjamin Shear at: Benjamin.Shear@colorado.edu

Lorrie Shepard is Distinguished Professor and Dean Emerita in the School of Education at the University of Colorado Boulder. Her research focuses on psychometrics and the use and misuse of tests in educational settings. In addition to technical work on validity theory, standard setting, and statistical models for detecting test bias, her studies evaluating test use have addressed the identification of learning disabilities, readiness screening for kindergarten, grade retention, teacher testing, and effects of high-stakes accountability testing on teaching and learning. Her current work focuses on curriculum-embedded format assessment practices. She served as President of the American Educational Research Association, the National Council on Measurement in Education, and the National Academy of Education.

Email Lorrie Shepard at: lorrie.shepard@colorado.edu

Mary Lee Smith is a Regents' Professor Emeritus of education policy and measurement, statistics, and research methodology at Arizona State University. Dr. Smith's research focuses on school policies, identification of learning disabilities, effects of grade retention, and consequences of high-stakes achievement testing. She received her doctorate at the University of Colorado and is the author of Political Spectacle and the Fate of American Schools (RoutledgeFalmer, 2004).

Email Mary Lee Smith at: MLSmith@asu.edu

Dr. Guillermo Solano-Flores is Professor of Education at the Stanford University Graduate School of Education. He specializes in educational assessment and the linguistic and cultural issues that are relevant to both international test comparisons and the testing of cultural and linguistic minorities. His research is based on the use of multidisciplinary approaches that use psychometrics, sociolinguistics, semiotics, and cognitive science in combination. He has conducted research on the development, translation, localization, and review of science and mathematics tests. He has been principal investigator in several National Science Foundation-funded projects that have examined the intersection of psychometrics, semiotics, and linguistics in testing. He is the author of the theory of test translation error, which addresses testing across cultures and languages. Also, he has investigated the use of generalizability theory—a psychometric theory of measurement error—in the testing of English language learners and indigenous populations. He has advised Latin American countries on the development of national assessment systems. Also, he has been the advisor to countries in Latin America, Asia, Europe, Middle East, and Northern Africa on the adaptation and translation of performance tasks into multiple languages.

Email Guillermo Solano-Flores at: gsolanof@stanford.edu

P. L. Thomas, Professor of Education (Furman University, Greenville SC), taught high school English in rural South Carolina before moving to teacher education. He is a former column editor for English Journal (National Council of Teachers of English), current series editor for Critical Literacy Teaching Series: Challenging Authors and Genres (Brill), and author of Teaching Writing as Journey, Not Destination: Essays Exploring What ‘Teaching Writing’ Means (IAP, 2019) and How to End the Reading War and Serve the Literacy Needs of All Students: A Primer for Parents, Policy Makers, and People Who Care (IAP, in press). NCTE named Thomas the 2013 George Orwell Award winner. He co-edited the award-winning (Divergent Book Award for Excellence in 21^st Century Literacies Research) volume Critical Media Literacy and Fake News in Post-Truth America (Brill, 2018). Follow his work @plthomasEdD and the becoming radical (http://radicalscholarship.wordpress.com/).

Email P.L. Thomas at: paul.thomas@furman.edu

Tina Trujillo is an Associate Professor at the University of California, Berkeley’s Graduate School of Education. She earned her Ph.D. in Education from UCLA and her M.A. in Education from the University of Colorado, Boulder. She is a former urban public school teacher, school reform consultant, and educational evaluator. Dr. Trujillo uses tools from political science and critical policy studies to study the political dimensions of urban district reform, the instructional and democratic consequences of high-stakes testing and accountability policies for students of color and English Learners, and trends in urban educational leadership. Her work is published in a range of journals, including the American Educational Research Journal, Teachers College Record, Educational Policy, Journal of Educational Administration, and Educational Evaluation and Policy Analysis. She is the co-editor of Learning from the Federal Market-Based Reforms: Lessons for the Every Student Succeeds Act (ESSA) (2016, Information Age Publishing, with William Mathis).

Email Tina Trujillo at: trujillo@berkeley.edu

Angela Valenzuela is a professor in both the Educational Policy and Planning Program Area within the Department of Educational Administration and the Cultural Studies in Education Program within the Department of Curriculum & Instruction at the University of Texas at Austin where she also serves as the director of the University of Texas Center for Education Policy.

A Stanford University graduate, her previous teaching positions were in Sociology at Rice University in Houston, Texas (1990-98), as well as a Visiting Scholar at the Center for Mexican American Studies at the University of Houston (1998-99).  In 2007 as a Fulbright Scholar, she also taught in the College of Law at the University of Guanajuato in Mexico.

Valenzuela is also the author of Subtractive Schooling: U.S.-Mexican Youth and the Politics of Caring and Leaving Children Behind: How "Texas-style" Accountability Fails Latino Youth.

She also has a volume that is in press based on her national-level work as director of the National Latino/a Education Research and Policy Project (NLERAP) titled, Growing Critically Conscious Teachers for Latino/a Youth: A Grounded Social Justice Approach (NY: Teachers College Press).

Valenzuela's research and teaching interests are in the sociology of education, race and ethnic relations, education policy, school partnerships, urban education reform, and indigenous education.

Email Angela Valenzuela at: valenz@austin.utexas.edu

Professor Kevin Welner teaches educational policy and law at the CU Boulder School of Education. He’s also the director of the National Education Policy Center, which works to build bridges between the research world and the broader public. Kevin has authored or edited a dozen books and more than 100 articles and book chapters, including a casebook for law school students about education law, and a book called Closing the Opportunity Gap, which is the foundation for his recent work about the importance of improving children’s opportunities to learn inside and outside of school, including the Price of Opportunity Project. Welner has been recognized by the American Educational Research Association as a Fellow and been given the AERA's Outstanding Public Communication of Education Research Award (in 2017), Early Career Award (in 2006), Palmer O. Johnson Award (best article in 2004). The Horace Mann League gave Welner its Outstanding Public Educator Award in 2018. He received his B.A. in Biological Sciences from UCSB and his J.D. and Ph.D. from UCLA.

Email Kevin G. Welner at: kevin.welner@colorado.edu

Ed Wiley is a senior executive with over 20 years of building, leading, and advising world-class machine learning, AI, and data science teams at companies at stages from startup to Fortune 50. His research interests center around Big Data and advanced statistical analytics, systems of school accountability, teacher quality and compensation, and school choice - initiatives central to the current atmosphere of standards-based testing.

Email Ed Wiley at: ewiley@stanfordalumni.org