David J. Francis (Chair), University of Houston
Mark Dynarski, Pemberton Research, LLC
Joan Herman, University of California, Los Angeles
Sharon Lewis, Council of Great City Schools
Brian Stecher, RAND, Santa Monica, CA
John Robert Warren, University of Minnesota
BOTA Member Biographies
David J. Francis is professor and chair of the Department of Psychology at the University of Houston, where he also serves as director of the Texas Institute for Measurement, Evaluation, and Statistics. He also earned his Ph.D. at the University of Houston. Dr. Francis has authored or co-authored over 120 peer-reviewed articles and book chapters and is a fellow of Division 5 (Measurement, Evaluation, and Statistics) of the American Psychological Association. He currently serves on the Independent Review Panel for the National Assessment of Title I and the Institute of Education Sciences Reading and Writing Peer Review Panel. He previously served as an official advisor to the U.S. Department of Education on assessment and accountability during negotiated rule making for No Child Left Behind, as a member of the National Technical Advisory Group of the What Works Clearing House, and as a member of the National Literacy Panel for Language Minority Youth and Children. He has also served as a member on many projects through the NRC including a panel to Review Alternative Data Sources for the Limited-English Proficiency Allocation Formula Under Title III; the Roundtable on Education Systems and Accountability; the Committee to Respond to the Department of Education Race to the Top Proposal; the Committee on Developmental Outcomes and Assessments for Young Children; and the Committee on Promising Education Practices. He is a co-developer of the Texas Primary Reading Inventory and Tejas Lee early reading assessments.
Mark Dynarski is a researcher with Pemberton Research, LLC. He is also associated with the Chesapeake Research Associates. He was the former vice president and director of the Center for Improving Research Evidence (CIRE) at Mathematica from 1988 to 2010. His research interests focus on evidence based policy, educational policy, school dropout programs, 21st century after-school programs, and educational technology. His expertise is in econometrics and evaluation methodology, including the design, implementation and analysis of evaluations of education programs using random assignment and quasi-experimental design. Dynarski previously served on the a number of NRC committees and is currently a member of the Committee on the Evaluation Framework for Successful K-12 STEM Education, and the Committee on the Workshop on Key National Education Indicators. Dynarski received his Ph.D. in economics from Johns Hopkins University.
Joan Herman is Director of the National Center for Research on Evaluation, Standards, and Student Testing (CRESST) at the University of California, Los Angeles. Her research has explored the effects of testing on schools and the design of assessment systems to support school planning and instructional improvement. Her recent work has focused on the validity and utility of teachers' formative assessment practices in mathematics and science. She also has wide experience as an evaluator of school reform and is noted in bridging research and practice. A former teacher and school board member, Herman also has published extensively in research journals and is a frequent speaker to policy audiences on evaluation and assessment topics. She is past president of the California Educational Research Association; has held a variety of leadership positions in the American Educational Research Association and Knowledge Alliance; is a member of the Joint Committee for the Revision of the Standards for Educational and Psychological Measurement; co-chairs the Board of Education for Para Los Niños, and is current editor of Educational Assessment. She served as a member of the NRC Committee on Test Design for K-12 Science Achievement, and the Roundtable on Education Systems and Accountability, the Committee on Best Practices for State Assessment Systems and is chairing the BOTA workshop on 21st Century Skills. Herman received her doctorate of education in learning and instruction from the University of California, Los Angeles.
Sharon J. Lewis is the director of research for the Council of the Great City Schools in Washington, D.C. She directs the Council’s research program, which contributes to the organization’s efforts to improve teaching and learning in the nation’s urban schools as well as help develop education policy. She has previously worked as a national education consultant. Earlier, she was assistant superintendent, research, development and coordination, with the Detroit Public Schools, where she retired. She has extensive experience with the NRC, and is currently a member of the Committee on the Evaluation Framework for Successful K-12 STEM Education. Lewis earned an M.A. in educational research from Wayne State University.
Brian Stecher is a senior social scientist and the associate director of RAND Education. Stecher's research focuses on measuring educational quality and evaluating education reforms, with a particular emphasis on assessment and accountability systems. During his 20 years at RAND, he has directed prominent national and state evaluations of No Child Left Behind, Mathematics and Science Systemic Reforms, and Class Size Reduction. His measurement-related expertise includes test development (prototype performance assessments for teacher certification, hands-on science tasks for middle school students), test validation (the quality of portfolio assessments in Vermont and Kentucky and new assessments in Washington), and the use of assessments for school improvement (formative and interim assessments, quality of classroom assessments). He has presented findings to policymakers at the state and national level, to practitioners, and to the public. Stecher has served on expert panels relating to standards, assessments, and accountability for the National Academies, and is currently a member of the Board on Testing and Assessment. He has published widely in professional journals and is currently a member of the editorial boards of Educational Evaluation and Policy Analysis and Educational Assessment. He received his Ph.D. from the University of California, Los Angeles.
John Robert Warren is associate professor of sociology at the University of Minnesota. Warren’s research focuses on inequalities in educational and health outcomes. His recent work focuses on the measurement of states’ high school completion rates; the consequences of state high school exit examinations for educational and labor market outcomes; the magnitude of “panel conditioning” (or time in survey) effects in longitudinal surveys; changes over time in the association between socioeconomic status and health; and the effects of life-course trajectories of work and family roles on health and financial outcomes in late adulthood. He has published numerous journal articles on these topics, and currently serves as deputy editor of Sociology of Education. Warren is currently a member of the NRC Steering Committee for the Workshop on Key National Education Indicators and previously served on the Committee for Improved Measurement of High School Dropout and Completion Rates: Expert Guidance on Next Steps for Research and Policy. His Ph.D. is in sociology from the University of Wisconsin-Madison.