Jeanne Century is the Director of Science Education and Research & Evaluation at the University of Chicago’s Center for Elementary Mathematics and Science Education (CEMSE). Dr. Century has spent the majority of her 20-year career working in, and with urban schools and large urban school districts across the country. She has developed comprehensive science instructional materials for the elementary and middle school levels and been part of professional development, technical assistance and strategic planning efforts for teachers and school and district administrators across the country. Her research and evaluation efforts have focused on the impact of inquiry science instruction, strategies for improving utilization of research and evaluation, sustainability of reform efforts, and measurement of fidelity and enactment of interventions and innovations. Prior to coming to the University of Chicago in 2005, Jeanne Century was a Senior Researcher at Education Development Center (EDC) in Newton MA where she had worked since 1988. Jeanne has a BA in general science from Brandeis, and an MEd and doctorate in science education curriculum and teaching from Boston University. Her current work includes an examination of STEM schools; developing tools for measuring innovation implementation; and measuring and analyzing the range of factors that affect innovation implementation spread and sustainability. Century served on the Education Policy and Department of Education Agency Review transition teams for the Obama-Biden administration where she was responsible for STEM education and education research and development issues. She recently shared the National Association for Research in Science Teaching award for the most significant publication of 2010.
Thomas D. Cook is the Joan and Sarepta Harrison Chair of Ethics and Justice and Professor of Sociology, Psychology, and Education and Social Policy at Northwestern University. Dr. Cook is interested in social science research methodology, program evaluation, school reform, and contextual factors that influence adolescent development, particularly for urban minorities. He is best known for his work on the theory and practice of the design and analysis of various forms of quasi-experiments. He has published heavily on threats to validity, on regression discontinuity studies, on interrupted time series work, and on various forms of individual- and group-level matching. He has written or edited 10 books and published numerous articles and book chapters. He received the Myrdal Prize for Science from the Evaluation Research Society in 1982, the Donald Campbell Prize for Innovative Methodology from the Policy Sciences Organization in 1988, the Distinguished Scientist Award of Division 5 of the American Psychological Association in 1997, and the Sells Award for Lifetime Achievement, Society of Multivariate Experimental Psychology in 2008, and the Rossi Award from the Association for Public Policy Analysis and Management in 2012. Cook was chair of the board of the Russell Sage Foundation from 2006 to 2008. He was elected to the American Academy of Arts and Sciences in 2000 and was inducted as the Margaret Mead Fellow of the American Academy of Political and Social Science in 2003. He was part of the congressionally appointed committee evaluating Title I (No Child Left Behind) from 2006 to 2008.
Janice Earle currently serves as a senior program director for K–12 STEM education in the Directorate for Education and Human Resources at the NSF. As such, she is responsible for a variety Foundation-wide activities on K–12 STEM education. She has been at the NSF since 1991 and has worked with several of the Foundation’s education programs. Previously, Earle served as the cluster lead for the Research and Evaluation on Education in Science and Engineering (REESE) and CAREER programs housed in the Division of Research on Learning in Formal and Informal Settings and as coordinator for EHR evaluation activities. Earle works with several of the agency’s policy-oriented efforts such as those with the National Academy of Sciences, the National Research Council, and the U.S. Department of Education. Earle received a BA in History from the University of Michigan, an MA from Teachers College, Columbia University, and a PhD in Education Policy and Planning from the University of Maryland.
Kelly Hallberg is a principal researcher specializing in program evaluation and policy analysis at AIR. An experienced evaluator, Dr. Hallberg is an expert in quasi-experimental research design and has a strong content interest in improving the college readiness of high school graduates and improving the quality of teachers that serve in hard to staff schools. She currently serves as the principal investigator for an evaluation of the Denver Teacher Residency program and an evaluation of the Texas AVID Postsecondary Program. She serves as co-principal investigator of an evaluation of Boston Turnaround Using Increased Learning Time (TILT) Investing in Innovation (i3) grant and a study of the state of Ohio gifted program for REL Midwest. She is the project director for an evaluation of the Bill and Melinda Gates Foundation’s Education Finance Portfolio, an effort to improve district, community college and Next generation education service provider budgeting processes to better align spending to maximize student outcomes. Dr. Hallberg's previous experience includes work at the Chapin Hall Center for Children at the University of Chicago. She earned a master of public policy degree from the University of Chicago, where she concentrated on education and child and family policy. She holds a master of arts and a doctoral degree in human development and social policy from Northwestern University.
Larry V. Hedges is one of eight Board of Trustees Professors at Northwestern University, the university’s most distinguished academic position, and is a co-PI of the Center for Advancing Research and Communication in STEM (ARC). He holds appointments in statistics, psychology, and education and social policy. A national leader in the fields of educational statistics and evaluation, Hedges joined the Northwestern faculty in 2005. Previously, he was the Stella M. Rowley Distinguished Service Professor at the University of Chicago. Dr. Hedges’ research straddles many fields—in particular those of sociology, psychology, and educational policy. He is best known for his work to develop statistical methods for meta-analysis (a statistical analysis of the results of multiple studies that combines their findings) in the social, medical, and biological sciences. It is a key component of evidence-based social research. Examples of some his recent studies include: understanding the costs of generating systematic reviews, differences between boys and girls in mental test scores, the black-white gap in achievement test scores, and frameworks for international comparative studies on education. Widely published, he has authored or co-authored numerous journal articles and five books, including the seminal Statistical Methods for Meta-Analysis: A Practical Guide to Modern Methods of Meta-Analysis (with I. Olkin) and The Handbook of Research Synthesis (with H. Cooper and J. Valentine). He is an elected member of the National Academy of Education and is a fellow of the American Academy of Arts and Sciences, the American Statistical Association, the American Psychological Association, and the American Educational Research Association. He is vice chair of the board of trustees of the Russell Sage Foundation and President of the Society for Research on Educational Effectiveness.
William Penuel is Professor of Educational Psychology and Learning Sciences at the University of Colorado, Boulder. Dr. Penuel’s research focuses on teacher learning and organizational processes that shape the implementation of educational policies, school curricula, and afterschool programs. In his research, he examines learning and development from sociocultural, social capital, and complex social systems perspectives. One strand of his research focuses on designs for teacher professional development in Earth Science education. A second strand examines the role of research-practice partnerships in designing supports for teacher learning in school districts. A third strand examines how children's interest in science develops over time and across different kinds of settings. As Director of Evaluation Research at the Center for Technology in Learning at SRI International, Dr. Penuel developed a broad program of education research in STEM education. During his thirteen years at SRI, he conducted a variety of design, assessment, and evaluation research studies and developed expertise in educational technologies, classroom assessment, implementation research, and large-scale cluster randomized trials of educational innovations. His research has appeared in the American Educational Research Journal, Teachers College Record, the American Journal of Evaluation, Science Education, and the Journal of the Learning Sciences. He is currently Associate Editor of the Social and Institutional Analysis section at the American Educational Research Journal, and he is on the editorial board for Teachers College Record, American Journal of Evaluation, and Cognition and Instruction.
Barbara Schneider is the John A. Hannah Chair and Distinguished Professor in the College of Education and Department of Sociology at Michigan State University and is the current President of the American Educational Research Association (AERA). Besides leading the Center for Advancing Research and Communication in STEM (ARC), the support center for NSF’s REESE/REAL program, Dr. Schneider is the principle investigator of the College Ambition Program (CAP), a study that tests a model for promoting a STEM college-going culture in two high schools that encourages adolescents to pursue STEM majors in college and occupations in these fields. She is also co-principal investigator of the Michigan Consortium for Educational Research (MCER), a collaboration between the Michigan Department of Education, Michigan State University, and the University of Michigan created to assess the implementation and impact of two key reforms in Michigan that were designed to work in tandem to promote college attendance and workplace success. Dr. Schneider also worked for 18 years at the University of Chicago, holding positions as a Professor in Sociology and Human Development and as a senior researcher at NORC. She uses a sociological lens to understand societal conditions and interpersonal interactions that create norms and values that enhance human and social capital. Her research focuses on how the social contexts of schools and families influence the academic and social well-being of adolescents as they move into adulthood. Professor Schneider has published 15 books and over 100 articles and reports on family, social context of schooling, and sociology of knowledge. She recently was the editor of Sociology of Education. She received her Ph.D. from Northwestern University.