Little Rock School District (LRSD) QUARTERLY UPDATE to Office of Desegregation Monitoring (ODM) and Joshua received DEC 1 - 2004 OFFICE OF DESEGREGATION MONITORING December 1,2004 LITTLE ROCK SCHOOL DISTRICT, PLAINTIFF V PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO.l ETAL., DEFENDANTS MRS. LORENE JOSHUA, ETAL., INTERVENORS 111 KATHERINE KNIGHT, ETAL., INTERVENORS Planning, Research, and Evaluation (PRE) Little Rock School District 3001 South Pulaski Little Rock, AR 72206 LRSD QUARTERLY UPDATE TO PPM AND JOSHUA DECEMBER 1.2004 Introduction This is the first quarterly written update by the Little Rock School District (LRSD) and its Planning, Research, and Evaluation (PRE) Department which is done in accordance with the District Courts 2004 Compliance Remedy (Memorandum Opinion of June 30, 2004, pp. 61-67). The organization of this report is that of the Compliance Remedy: A. B. c. D. E. F. LRSD must promptly hire a highly trained team of professionals to reinvigorate PRE. The first task PRE must perform is to devise a comprehensive program assessment process. ... the comprehensive program assessment process must be deeply embedded as a permanent part of LRSDs curriculum and instruction program. During each of the next two academic school years (2004-05 and 2005-06), LRSD must hire one or more outside consultants to prepare four (4) formal step 2 evaluations. PRE must (1) oversee the preparation of all eight of these step 2 evaluations
(2) work closely with Dr. Ross and any other outside consultants . . and (3) provide the outside consultants with any and all requested assistance and support. . . [These requirements relate to evaluation products. PRE will address them in future updates.] . . . PRE must notify the ODM and Joshua in writing of the names of those eight programs. In addition, after PRE and Dr. Ross have formulated a comprehensive program assessment process and reduced it to a final draft, PRE must provide a copy to the OD and Joshua at least thirty days before it is presented to the Board 99 for approval... by December 31, 2004. G. PRE must submit quarterly written updates on the status of the . . . four step 2 program evaluations . . .during the 2004-05 school year and the four step 2 program evaluations that will be prepared during the 2005-06 school year ... to ODM and Joshua on December 1, Mar 1, June 1, and September 1.. 99 H. I. J. K, L. [ODMs responsibilities.] [Joshuas responsibilities.] [Four step 2 program evaluations due to the Court October 1, 2005 and four more due October 1,2006.] [Compliance Report due October 15,2006.] [This Compliance Remedy supersedes earlier one.] Page 2 of 2LRSD QUARTERLY UPDATE TO ODM AND JOSHUA DECEMBER 1,2004 Status as of December 1, 2004 A. Hire a highly trained team of professionals LRSD changed PREs position in the organization. Previously in the Department of Curriculum and Instruction, PRE now reports directly to the Superintendent. To cany out the 2004 Compliance Remedy, LRSD added three new professionals who have knowledge and experience in assessment, evaluation, and statistical analysis to the PRE team: This action brings the number of PRE staff to seven. As of November 1, 2004, the PRE staff consists of: Karen DeJamette, PhD, Director, began September 27, 2004. Dr. DeJamettes Ph D., from UCLA, is in Education Policy. She has over 10 years experience in the field of educational research. Prior to joining LRSD, Dr. DeJamette evaluated school reform partnerships for Education Development Center and onsite school assessments for Arkansas Department of Education. She served as the executive director of the Arkansas Division of The National Faculty and as Research and Evaluation Director of the Galef Institute, where she focused on the development and implementation of qualitative and quantitative research methodologies to assess public school performance. I I Maurecia Malcolm, MS, Statistician, transferred from Curriculum Coordinator with the Magnet Schools Assistance Program to PRE on October 4, 2004. She earned the Bachelor of Science Degree in Art Education from the University of Arkansas at Pine Bluff and the Master of Science Degree in Administration and Supervision from Henderson State University. Ms. Malcolm is currently a Doctoral Candidate at the University of Arkansas at Little Rock. While in the doctoral program, Ms. Malcolm has studied Qualitative Research, Advanced Statistics, Advanced Research Methods and Techniques, and Scholarly Writing. Her research interest is in Teacher Efficacy and Student Achievement. Prior to her position as a Curriculum Coordinator, she was an Elementary School Principal with the Camden Fairview School District. As a principal, she was responsible for program initiatives, implementing and developing quality educational plans, program evaluations and assessments, and leadership skills and development. Ms. Malcolm experiences in the field of education have been broad, and she has served in such capacities as strategic planning, technology leadership, effective communication skills, team building, curriculum design, cultural diversity, and desegregation strategies. She is currently a trainer for the Arkansas Leadership Academy Bill and Melinda Gates Foundation. During her career Maurecia Malcolm has also served as a classroom teacher. She is currently certified in the areas of Art Education K-12, Elementary and Secondary Administration, and Curriculum Specialist. James C. Wohlleb, MS, Statistician, began his current position October 1, 2004. He earned his masters degree from the University of Texas, where he studied human nutrition, epidemiology, and statistics. His experience has been gained in program evaluation, public and professional health education, research design, and multivariate analysis with the University of Arkansas at Little Rock, University of Arkansas for Medical Sciences (UAMS), Tulane University, Page 3 of 3LRSD QUARTERLY UPDATE TO PPM AND JOSHUA DECEMBER 1,2004 University of Texas, and Baylor College of Medicine. He continues to review behavioral research for the UAMS Institutional Review Board (IRB) and medical research for the Arkansas IRB. While with UAMS, he administered educational programs for a range of groups from lay people in the Arkansas Delta to physicians in Arkansas and in Russia. With Tulane University and UAMS, he developed the Master of Public Health Program for Arkansas. He brings to PRE skills in data collection and management, statistical analysis and interpretation, presentations, and publication. Ed Williams, PhD, Statistical Research Specialist, earned his doctorate from the University of Arkansas in educational research, with an emphasis in vocational rehabilitation and a cognate in special education and a M.Ed. from the University of Arkansas in Rehabilitation Counseling. Dr. Williams is an Arkansas certified teacher in grades 7-12 social studies, a Certified Rehabilitation Counselor, and a Licensed Professional Counselor (LPC). Dr. Williams has conducted applied research at the University of Arkansas at Fayetteville, Arkansas Children s Hospital, University of Arkansas at Little Rock, and in his current position with the LRSD which he began in 1998. Dr. Williams has experience in student assessment and designing and conducting formative and summative program evaluations, and interpreting and communicating complex data. Dr. Williams developed the Equitable Allocation Worksheet to insure compliance with section 2.9 of the 1998 Revised Desegregation and Education Plan. Finally, Dr. Williams has made oral presentations at local, state, national, and international conferences and workshops and has a number of peer-reviewed publications. Yvette Dillingham, MA, earned a Master of Arts Degree from the Ohio State University in Special Education K-12 with an emphasis in Deaf Education. Her undergraduate degree is from the University of Arkansas at Pine Bluff in Special Education. Mrs. Dillingham is an Arkansas certified teacher in grades K-12 special education, and has elementary principal certification. She was a classroom teacher for four years and has previously worked for the Arkansas Department of Education in the Student Assessment Office as Program Manager. Her duties as Program Manager included coordinating the state's norm- referenced assessment program, and providing in-service to Arkansas public schools on the interpretation of test data and using the data to improve instruction. She has also presented at local and state level conferences and workshops. Other positions held while employed with the Arkansas Department of Education include Program Manager of the state's Home School Office, Public School Program Advisor in Federal Programs and the Professional Licensure OfBce. Mrs. Dillingham currently coordinates the administration of the state- mandated assessments for the Little Rock School District. Irma Shelton, Administrative Assistant for PRE since 1993, has become familiar with all the programs and staff involved in educational programs of the LRSD. Prior to her employment with LRSD, Ms. Shelton owned and operated Truett Shoes, a retail business with revenue in excess of $1 million. Previous experience was with the University of Arkansas at Little Rock, as assistant purchasing agent, and in its Mathematics and Statistics Department, as office manager. Page 4 of 4LRSD QUARTERLY UPDATE TO ODM AND JOSHUA DECEMBER 1,2004 Melinda Allen, MA, Testing Assistant, earned a masters degree from Philander Smith College. She started in Curriculum and Instruction in 1973 and became a part of PRE in 2001 as Testing Assistant. She assists with all state-mandated testing. Page 5 of 5LRSD QUARTERLY UPDATE TO ODM AND JOSHUA DECEMBER 1, 2004 B. Devise and embed a comprehensive program assessment process. The new PRE team, with Dr. Ross assistance, has developed and shared with ODM and the Joshua Intervenors a program assessment process to be deeply embedded in LRSDs educational operations. A copy of the final draft, Comprehensive Program Assessment Process (IL-Rl), is in Appendix B of this update. C. Hire outside consultant(s) to prepare four formal step 2 evaluations. PRE has begun work with two experts, Dr. Steven M. Ross and Dr. James S. Catterall, to conduct four Step 2 evaluations this year and four more Step 2 evaluations next year. The programs which will be the subject of Step 2 evaluations this year are described in the following section of this report. The qualifications of Dr. Ross and Dr. Catterall are set forth below. Steven M. Ross received his doctorate in educational psychology from Pennsylvania State University. He is currently a professor and executive director of the Center for Research in Educational Policy at the University of Memphis and holds the Lillian and Morrie Moss Chair of Excellence in Urban Education. He joined the University of Memphis in 1974 and became a noted lecturer on school programs and evaluation. Dr. Ross has authored six textbooks and more than 115 journal articles about at-risk learners, educational reform, educational technology, computer-based instruction, and individualized instruction. He is the editor of the research section of the Educational Technology Research and Development journal, and a member of the editorial board for two other professional journals. In the 1993, he was the first faculty recipient of the University of Memphis Eminent Faculty Award for teaching, research, and service. He recently testified on school restructuring research before the U. S. House of Representatives Subcommittee on Early Childhood, Youth, and Families and was an invited panelist at U. S. Secretary of Education Rileys national town meeting on educational reform. The Court, acquainted with his evaluation skills and efforts for LRSD, recommended contracting with Dr. Ross to conduct required step-two evaluations. His curriculum vita is in Appendix C. During this first period, Dr. Ross has agreed to help draft an assessment policy, to assist the selection of the eight interventions for step-two evaluations, and to undertake one or more of these step-two evaluations. James S. Catterall, Ph.D., on the faculty at the University of California at Los Angeles (UCLA) in the Graduate School of Education & Information Studies since 1981, has extensive knowledge and experience with educational program evaluations. Since 1998, Dr. Catterall has chaired the National Technical Advisory Panel for Accountability and Assessment for the Kentucky State Legislative Research Commission. This panel advises the legislature. State Board of Education, and State Commissioner of Education on design and technical quality of Kentucky's multi-faceted annual student testing and Page 6 of 6LRSD quarterly UPDATE TO ODM AND JOSHUA DECEMBER 1,2004 assessment system. In 2003, the State of California appointed him to its Public School Assessment Advisory Committee, where Dr. Catterall also serves with the Technical Design Group. Discussions began in September with Dr. Catterall about comprehensive assessment processes and his conduct of one step-two evaluation this school year. He supports PREs approach and anticipates one or more evaluations during this school year and next. Subsequent updates will more fully describe his participation. D. PRE (1) oversees the preparation of the step-two evaluations, (2) works closely with Drs. Ross and Catterall, and (3) assists them. In collaboration with Dr. Ross, PRE has selected the following four LRSD interventions for evaluation during the 2004-2005 school year. Design of the evaluations began in November. 1. Reading Recovery Program Description: Reading Recovery is one of the eight literacy programs, interventions, and/or models used by various LRSD schools. LRSD funds are used to support the Reading Recovery Program. Currently, Reading Recovery is implemented by seventeen elementary schools: Bale: 82% African-American student population Booker: 53% African-American student population Chicot: 73% African-American student population Dodd: 54% African-American student population Franklin: 96% African-American student population Geyer Springs: 88% African-American student population Gibbs: 53% African-American student population Meadowcliff: 78% African-American student population Mitchell: 96% African-American student population Otter Creek: 60% African-American student population Rightsell: 100% African-American student population Stephens: 95% African-American student population Terry: 53% African-American student population Wakefield: 78% African-American student population Watson: 96% African-American student population Williams: 52% African-American student population Wilson: 89% African-American student population Page 7 of 7LRSD QUARTERLY UPDATE TO ODM AND JOSHUA DECEMBER 1,2004 2. Smart/Thrive Program Description: The Smart/Thrive program was designed as an intervention for 8^- and 9*-grade African-American students who need to gain the knowledge, skills, and confidence needed for success in Algebra 1. This program engages approximately 10 percent of the total African-American student population enrolled in Algebra I classes for the upcoming school year. Last year, the program served 264 students. Participants were offered pre-algebra instruction for two weeks during the summer and 10 Saturdays across the school year. Various local grants have funded this program since 1999. Currently, Smart/Thrive serves students from all eight LRSD middle schools: Cloverdale: 82% African-American student population Dunbar
61% African-American student population Forest Heights: 77% African-American student population Henderson: 82% African-American student population Mablevale: 81% African-American student population Mann: 52% African-American student population Pulaski Heights: 57% African-American student population Southwest: 94% African-American student population 3. Compass Learning Program Description: Compass Learning is a computer based program that helps to develop skills in reading, writing, and spelling. Compass Learning is designed to help teachers manage student performance, personalize instruction, and connect communities of learners. The theme-based lessons and activities take a cross-curricular approach and offer a real world context for learning. The Compass Management system assessment is either automatic or customizable. A Technology Specialist assists classroom teachers with any technology question or need. Currently, 21 elementary schools, two middle schools, and 1 high school utilize Compass Learning programs: Elementary Schools Bale
82% African-American student population Booker
53% African-American student population Brady: 78% African-American student population Carver: 52% African-American student population Chicot: 73% African-American student population Fair Park: 75% African-American student population Fonest Park: 20% African-American student population Franklin: 96% African-American student population Fulbright: 26% African-American student population Geyer Springs: 88% African-American student population Gibbs: 53% African-American student population Mabelvale: 80% African-American student population McDermott
62% African-American student population Mitchell: 96% African-American student population Otter Creek: 60% African-American student population Page 8 of 8LRSD QUARTERLY UPDATE TO PPM AND JOSHUA DECEMBER 1. 2004 Rightsell: 100% African-American student population Rockefeller: 67% African-American student population Stephens: 95% African-American student population Wakefield: 78% African-American student population Williams: 52% African-American student population Middle Schools: Cloverdale: 82% Afncan-American student population Henderson. 82% African-American student population High School: Accelerated Learning Center (ALC): 92% African-American student population 4. Year-Round Education (YRE) Program Description: Commencing the school year in early August and ending in late June, the YRE calendar shortens the traditional summer vacation to the month of July and observes additional, short vacation periods throughout the school year. Thus, students separate from LRSD curricula for several shorter periods and experience less lengthy interruptions in their education. National research indicates that while YRE costs more, students achieve as well or better than in traditional calendars and exhibit more positive attitudes toward school
and parents and teachers express satisfaction with it. Currently, five schools operate on YRE calendars: Cloverdale: 77% African-American student population Mablevale: 80% African-American student population Mitchell: 96% African-American student population Stephens: 95% African-American student population Woodruff: 91% African-American student population Page 9 of 9LRSD QUARTERLY UPDATE TO ODM AND JOSHUA DECEMBER 1,2004 The table combines the interventions for evaluation with their sites percentages of African American (AA) students. Sites Accelerated Learning Center Bale Elementary____________ Booker Elementary__________ Brady Elementary___________ Carver Elementary___________ Chicot Elementary___________ Cloverdale Middle__________ Dodd Elementary___________ Dunbar Magnet_____________ Fair Park Elementary________ Forest Heights Middle School Forest Park Elementary______ Franklin Elementary_________ Fulbright Elementary________ Geyer Springs Elementary Gibbs Elementary___________ Henderson Magnet__________ Mabelvale Elementary_______ Mann Magnet______________ McDermott Elementary______ Meadowcliff Elementary_____ Mitchell Elementary_________ Otter Creek Elementary______ Pulaski Heights Middle School Rightsell Elementary________ Rockefeller Elementary______ Southwest Middle__________ Stephens_________________ Terry Elementary___________ Wakefield Elementary_______ Watson Elementary_________ Williams Elementary________ Wilson Elementary_________ Woodruff Elementary_______ Percent AA 92 82 53 78 52 73 82 54 61 75 77 20 96 26 88 53 82 81 52 62 78 96 60 57 100 67 94 95 53 78 96 52 89 91 Reading Recovery Smart/Thrive COMPASS Year-Round Education X X X X X X X X X X X X X X X X X Page 10 of 10 X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X XLRSD QUARTERLY UPDATE TO ODM AND JOSHUA DECEMBER 1,2004 F. Comprehensive program assessment process final draft to the ODM and Joshua at least thirty days before its presentation to the Board for approval, by December 31,2004 PRE and Dr. Ross have fashioned a comprehensive process to assess LRSD programs for the indefinite future and furnished a final draft to ODM and Joshua more than a month in advance of its expected approval by the LRSD Board of Directors on December 18, 2004. G. PRE will submit its second quarterly report on or before March 1,2005. Page 11 of 11LRSD QUARTERLY UPDATE TO PPM AND JOSHUA DECEMBER 1.2004 Appendices A. Reinvigorated PRE Resumes of PRE Director and Statisticians Karen DeJamette, Ph D., Director Maurecia Malcolm, M.S. James C. Wohlleb, M.S. Ed Williams, Ph.D. Page 12 of 12LRSD QUARTERLY UPDATE TO ODM AND JOSHUA DECEMBER I, 2004 B. Comprehensive program assessment process O O Comprehensive program assessment process (draft IL-Rl) Evaluation Standards, Joint Committee on Standards for Educational Evaluation C. Outside consultants Commitment to LRSD evaluations by Dr. Ross Dr. Steven M. Ross curriculum vitae Dr. James S. Catterall curriculum vitae Page 13 of 13LRSD QUARTERLY UPDATE TO ODM AND JOSHUA DECEMBER 1,2004 Little Rock School District Planning, Research, & Evaluation Resumes Karen DeJamette, Ph.D., Director Ed Williams, Ph.D. Maurecia Malcolm, M.S. James C. Wohlleb, M.S. Page 14 of 14Dr. Karen DeJarnette 16 McGovern Drive Little Rock, AR 72205 Phone: H 501.954.7343 Cell 501.425.3109 Email: dejarn@aol.com WORK HISTORY 2004-current Planning, Research, and Evaluation Director, Little Rock School District, Little Rock, AR 1 am currently serving as Director of Little Rock School District's Planning, Research, and Evaluation Department. I lead a team of 7 staff members and various external consultants to conduct formative assessments and summative evaluations of District-wide and school-specific instructional programs. We also assist District personnel to compile and analyze data for a variety of purposes. 2002-2004 Site Developer, Education Development Center, Newton, MA I served as Site Developer to facilitate comprehensive school reform partnerships in Arkansas, Mississippi, and Louisiana. Specifically, I assisted public school administrators and teachers to build leadership skills, effective teaching practices, and organizational management. I also conducted data analysis and provide formative assessments of organizational change. 1999-2003 Research Associate, DCLA and The Galef Institute, Los Angeles, CA I consulted with UCLA staff and the Galef Institute to conduct formative and summative assessments of Different Ways of Knowing comprehensive school reform partnerships in California, Nebraska, Connecticut, and Massachusetts. 2001-2002 Academic Monitor, Arkansas Department of Education, Little Rock, AR As a consultant to the Arkansas Department of Education (ADE), I served as Monitor for schools determined to be in Academic Distress. 1 reported directly to the Director of the ADE and my responsibilities included data analysis to prioritize needs, formative evaluation of professional development and instructional programs, and monitoring school assurance/compliance to Arkansas standards. 1999-2001 Executive Director, The National Eacultv, Pine Bluff, AR My directorship focused on the facilitation of collaborative school reform efforts between The National Faculty, University of AR faculty, various public schools, and State and local educational agencies. Specifically, I was responsible for professional development program design, overseeing implementation of training Page 15 of 15sessions, and conducting formative evaluations of teacher growth using qualitative and quantitative data from teachers and students. 2001 Research and Evaluation Director, The Galef Institute, Los Angeles, CA I served as director of research and evaluation, working with local personnel employed by public schools in 14 states. My responsibilities included contributing to program development, writing grants, monitoring program implementation, data collection, and writing formative and summative evaluation reports of grant-funded programs. 1996-1997 Policy Advisor, Options For Youth Charter Schools, Los Angeles, CA I served as policy advisor for a consortium of four charter schools. My responsibilities included grant development, program development, ensuring alignment with local, state and federal policies, and evaluation of schools. 2002 Educational Consultant, University of California, Los Angeles, Los Angeles, CA I served as a member of a UCLA evaluation team. The team was contracted by various organizations to conduct external summative evaluations of school reform partnerships. I reported directly to Dr. James Catterall, Assistant Dean of the UCLA Graduate School of Education, and performed various research and evaluation tasks. 1992-1993 Assistant Professor, University of Arkansas, Pine Bluff I served as an assistant professor in the art department. My responsibilities included teaching studio and art history classes. I also developed and monitored art education partnerships with local public schools. 1991-1992 Instructor, University of Arkansas, Little Rock I served as an instructor in the art department. My responsibilities included teaching studio and art history classes. 1992-2004 Additional Program Evaluations-Individual Consultant Contracts
Young Artists/Young Aspirations (YA/YA) in New Orleans LA St. Francis County Community Development Center in Fonest City, AR Very Special Arts in Atlanta, GA, Tree People in Los Angeles, CA California State Parks in Los Angeles, CA, Arkansas Arts Council in Little Rock, AR Arts and Academics in Helena, AR Page 16 of 16EDUCATION 1993-1997 Ph.D., Education Policy Analysis, University of California Los Angeles, Los Angeles, CA 1989-1991 Columbia University, New York, NY M.F.A., Fine Arts, 1985-1989 B.F.A., Fine Arts, Pratt Institute, Brooklyn, NY 1980 High School Diploma, White Hall School District, White Hall, AR RESEARCH, PUBLICATIONS, AND PRESENTATIONS My research and evaluation interests focus in two areas: 1970 organizational change, and 2) arts-infused learning. school and 2004 1997 The Arts, Language, and Knowing
Students Know More Than They Write. (This manuscript is in preparation for publication by Heinemann Press and focuses on the relationship between arts-based teaching and learning and increased academic achievement for adolescent learners.) The Arts, Language, and Knowing
An Experimental Study of the Potential of the Visual Arts for Assessing Academic Learning by Language Minority Students. Research study completed in 1997, presented at the American Educational Research Association conference in New York City, 1997. 1996 1997 Visual Expression in the Assessment of Student Learning. The Elementary School Journal, 1999. (DeJamette with James Catterall) Look What I Know: An Investigation of the Utility of the Visual Arts as an Assessment Tool. Research study completed in 1995, presented at the California Education Research Association conference in Lake Tahoe, 1995. Page 17 of 17P.O Box 195035 Little Rock, AR 72219 Home No. (501) 416-7810 (501) 447- 3382 Work No. Maurecia Malcolm Professional Profile Broad experience in educational leadership, designing, implementing and administering programs for effective schools. Creative problem solver with ability to drive education improvement, resolve conflict, improve morale and consistently exceed professional growth for improving teaching and learning for all students. Consultant in areas such as strategic planning, technology leadership, effective communication skills, team building, curriculum design, cultural diversity and desegregation strategies. Trainer for the Arkansas Leadership Academy Bill and Melinda Gates Foundation. Seminar leader for principals and superintendents, providing hands-on technology experience in educational leadership. Demonstrated strong leadership skills in principalship at the elementary level. Experientially and academically prepared for educational leadership, grades K-12. Education Doctoral Candidate (2002- Present) University of Arkansas at Little Rock, Little Rock, Arkansas Major in Educational Administration Dissertation - Teacher Efficacy and Expectations of Student Achievement Master of Science in Education (1992) Henderson State University, Arkadelphia Arkansas Major in Administration and Supervision Bachelor of Science (1985) University of Arkansas at Pine Bluff, Pine Bluff Arkansas Major in Art Education Page 18 of 18Professional Experience 2001-Present Middle School, Little Rock, AR Cloverdale Magnet Curriculum Coordinator 1999-2001 Camden Fairview Whiteside Elementary, Camden, AR Principal 1996-1999 Camden Fairview Whiteside Elementary, Camden, AR Assistant Principal 1993- 1996 Camden Fairview Junior High, Camden, AR Teacher Art Teacher 1989- 1993 School, Hampton, AR Special Education Hampton High Art Teacher 1988-1989 Arkadelphia Human Development Center, Arkadelphia, AR Institutional Instructor II 1987-1988 Grady High School, Grady, AR Art Teacher Gifted Talent Coordinator Page 19 of 191986- 1987 Chidester Elementary, Chidester, AR Teacher - Sixth Grade Professional Development Teacher Center Committee Representative, Camden Fairview School District Smart Start/High Yield Strategies -Teaching Pathwise Mentoring Training for Principal Smart Steps to Technology Leadership .n Gates Grant - "Grand Gathering Smart Step Growing Smarter Conference Step Up To Writing, Writing Primary (Grade 4) Benchmark Curriculum Designer / EDVision Coach/Facilitator for Arkansas Leadership Academy Technology Training - SPSS Software, TAGLIT, ACSIP (Arkansas Consolidated School Improvement Plan), APSCN (Arkansas Public School Network), EDDS (Educational Data Delivery Systems), SEDL (Southwestern Educational Development Laboratory -Active Learning with Technology), NCA (North Central Accreditation), NORMES/E-GUIDE (National Office for Rural Measurement and Evaluation Systems)/ (Enterprise Guide) Classroom Walk-through NCLB (No Child Left Behind) MPH (Measuring Performance Honors) Teaming Curriculum Mapping Block/Master Scheduling/Student Registration/Scheduling Professional Organizations Arkansas Educational Association/National Educational Association MSAP (Magnet School Assistance Program) AAMLE (Arkansas Association for Middle Level Educators) Page 20 of 20I James C. Wohlleb EDUCATION Master of Science (M, S.) University of Texas Health Science Center 1982 Houston, Texas Master of Divinity (M. Div.) Harvard University 1973 Cambridge, Massachusetts f Bachelor of Arts (B. A.) DePauw University 1968 Greencastle, Indiana EXPERIENCE Statistician, Planning, Research, & Evaluation LITTLE Rock School District Arkansas 2004 to present Little Rock, Clinical Assistant Professor of Public Health TULANE UNIVERSITY MEDICAL CENTER Louisiana 1994 to 2004 New Orl-eans, Assistant Director, Area Health Education Center Program UNIVERSITY OF ARKANSAS FOR MEDICAL SCIENCES (UAMS) 1991 to 2002 LITTLE Rock, Arkansas Director Delta Health Education Center Arkansas 1991 to 1994 Helena, Assistant to the Director Epidemiologist Arkansas Department of Health 1990 1984 to 1990 LITTLE Rock, Arkansas Research Associate UNIVERSITY OF ARKANSAS AT LITTLE ROCK 1984 through 1990 Little Rock, Arkansas Evaluation Consultant Diet Modification Clinic, The Methodist Hospital 1982 to 1984 Houston, Texas Epidemiologist University of Texas School of Public Health 1981 to 1982 Houston, Texas Consultant, Infant Nutrition Center Baylor College of Medicine 1980 Houston, Texas Research Assistant, Human Ecology University of Texas School of Public Health 1978 to 1980 Houston, Texas Administrative Assistant, New England Enzyme Center Tufts University School of Medicine Massachusetts 1976 to 1978 Boston, Research Assistant, Biochemistry and Pharmacologj 1975 to 1976 Page 21 of21Tufts University School of Medicine Massachusetts Boston, Data Analyst Eunice Kennedy Shriver Center for Mental Retardation Massachusetts Boston, 1974 to 1976 Biochemical Technician, Clinical Genetics Childrens Hospital Massachusetts BCJSTON, 1973 to 1975 Research Assistant, Neurosurgery Massachusetts General Hospital Massachusetts 1971 to 1973 Boston, Field Education Assistant Supervisor Harvard University Divinity School Massachusetts 1970 to 1971 Cambridge, Chaplain Assistant Peter Bent Brigham Hospital Massachusetts 1969 to 1970 Boston, Draftsman Detailer Frigidaire Division, General Motors Corporation Ohio 1962 to 1964 Dayton, PUBLICATIONS AND PRESENTATIONS Wohlleb, J.C., Anderson, A.A., Harvey, S.S., Cranford, C O Introducing an MPH in Arkansas. The Journal of the Arkansas Medical Society, October 2004. Wohlleb, J.C., Anderson, A.A., Jones, J., Harvey, S.S., Cranford, C O : Three approaches to education of public health professionals in Arkansas. American Public Health Association, San Francisco, November 17, 2003. I Wohlleb, J.C., Anderson, A.A., Harvey, S.S., Cranford, C.O.: Cross-boundary graduate education: Arkansas MPH program. American Public Health Association, Philadelphia, Pennsylvania, November 12, 2002. Wohlleb, J.C. and Harvey, S.S.: Development of a Regional Master of Public Health Program in an AHEC Program, National AHEC Workshop, Little Rock, Arkansas, April 2002. Wohlleb, J.C.: History of the Arkansas-Volgograd Partnership. Second Russian-American Conference on Tuberculosis, Volgograd Medical Academy, November 2000. Cranford, C.O., Lewis, Y L., Wohlleb, J.C., Ward, H P.: Developing the interdisciplinary- education network. In: Catalysts in Interdisciplinary Education: Innovation by Academic Health Centers. D E Holmes and M. Osterweis, eds. Association of Academic Health Centers, Washington, DC, 1999. Wohlleb, J.C., Harvey, S.S., Cranford, CO, Anderson, A.A : The Master of Public Health Prouramfor Arkansas. The Journal of the Arkansas Medical Society 1997
94: 155-159. Page 22 of 22Johnson, R. D., Howerton, D.L., Enger, J.M., Wohlleb, J.: Violence prevention: An evaluation of the Prothrow-Stith curriculum. AAAS, February 18, 1995, Atlanta. Elders, M.J., Barnes, A O., Wohlleb, J.C.: Adolescent health: Are we willing to pay the price for inaction? Policy Studies Re view 1994
13. 177-186. Wohlleb, J., Truax, K., DeAngelis, S.: Primary prevention of oral disease in the Mississippi Delta. American Public Health Association, November 1, 1994, Washington, DC. Easterling, W., Leist, J., Wohlleb, J.: Implementing a statewide continuing education delivery system using the Area Health Education Center model. Alliance for Continuing Medical Education 19th Annual Meeting, February 3, 1994, San Diego Leist, J., and Wohlleb, J.: Effective information dissemination through Area Health Education Center networks. Alliance for Continuing Medical Education 19th Annual Meeting, February 2, 1994, San Diego. Acton, P.A., Farley, T., Freni, L.W., Ilegbodu, V.A., Sniezek, J.E., Wohlleb, J.C.: Traumatic spinal cord injury in Arkansas, 1980 to 1989. Archives of Physical Medicine and Rehabilitation 1993
74:1035-1040. Mattison, D.R., Wohlleb, J., To, T., Lamb, Y., Faitak, S., Brewster, M.A., Walls, R.C., Selevan, S.G.: Pes-ticide concentrations in Arkansas breast milk. Journal of Arkansas Medical Society 1992
553-557. Wohlleb. J.C., Ricketts, T., Hawes, M.L., Siegel, C., Jenson, K., Herriage, E., Berry, D.: The role of rural hospitals in professional education. American Public Health Association, November 11, 1991, Atlanta. Wohlleb, J.C., Hunter, CF, Blass, B., Kadlubar, F.F., Chu, D.Z.J., Lang, N.P.
Aromatic amine acetyltransferase as a marker for colorectal cancer: Environmental and demographic associations. International Journal of Cancer 1990
46. 22-30. I. li Thomasson, B., McCluer, S., Hickman, P., Wohlleb, J., Robinette, R. . Epidemiology of traumatic spinal cord injuries in Arkansas. American Public Health Association, October 24, 1989, Chicago. Wohlleb, J.C., Dennis, L., Cunningham, V.A., Eatmon, J.M., Lindburgh, S.: Healthy Beginnings: Prospective evaluation of an 11-county pilot intervention for maternal and infant health services in east Arkansas. American Public Health Association, November 16, 1988, Boston. l To, T., Mattison, D.R., Faitak, S.E., Wohlleb, J.C., Walls, R.C., Brewster, M.A., Selevan, S.G., Hom, R., Lamb, Y.: Arkansas breast milk pesticide concentrations following 1986 dairy product contamination with heptachlor. American Public Health Association, November 16, 1988, Boston. Stehr-Green, P.A., Burse, V W., Wohlleb, J.C.: Persistence of heptachlor in serum of people consuming contaminated dairy products. (Letter) Lancet 1988, 2: 570-571. Stehr-Green, P.A., Farrar, J.A., Burse, V.W., Royce, W.G., Wohlleb, J.C.: A survey of measured levels and dietary sources of selected organochlorine pesticide residues and metabolites in human sera from a rural population. American Journal of Public Health 1988, 78'. 828-830. I' Page 23 of 23Stehr-Green, P.A., Wohlleb, J.C., Royce, W., Head, S.L.: An evaluation of serum pesticide residue level and liver function in persons exposed to dairy products contaminated with heptachlor. Journal of the American Medical Association 1988
259: 374-377. Wohlleb, J.C.: Heptachlor contamination in Arkansas. Heptachlor Workshop: Heptachlor Contamination of Breast Milk: Health and Scientific Issues. Ferndale, AR, March 25, 1987. Stehr-Green, P.A., Schilling, R.J., Burse, V.W., Steinburg, K.K., Royce, W., Wohlleb, J.C., Donnell, H.D.: Evaluation of persons exposed to dairy products contaminated with heptachlor. (Letter) Journal of the American Medical Association 1986
256: 3350-3351. Foreyt, J.P., Reeves, R.S., Darnell, L.S., Wohlleb, J.C., Gotto, A.M.: Soup consumption as a behavioral weight loss strategy. Journal of the American Dietetic Association 1986
86: 524-526. Wohlleb, J.C.: Maternal supplementation and postnatal growth: A review. Archives Latino- americanos de Nutricion 1983
33: 642-648. Wohlleb, J.C., Pollitt, E., Mueller, W.H., Bigelow, R.: The Bacon Chow study: Maternal supplementation and infant growth. Early Human Development, 1983
9:19-9\. Green, L.W., Mullen, P.D., Quillian, J., Gordon, R.A., Wohlleb, J.C., Benedict, M.E., Emerson, O.B., Martin, C.E.: Measuring patient drug information transfer: An assessment of the literature. Report prepared for the Pharmaceutical Manufacturers Association. University of Texas, Houston, TX, 1983. Reeves, R.S., Foreyt, J.P., Scott, L.W., Mitchell, R.E., Wohlleb, J.C., Gotto, AM.: Effects of a low cholesterol eating plan on plasm lipids: Results of a three-year community study. American Jourttal of Public Health 1983
73: 873-877. Wohlleb, J.C., Pollitt, E., Mueller, W.H., Bigelow, R.: Maternal supplementation and postnatal growth. Presented at the XII International Congress of Nutrition, August 1981, San Diego. DeMark, W., Wohlleb, J.C., Smith, E.O., Garza, C.. Illness and growth in infants of two socioeconomic groups fed human or artificial milk. Baylor Infant Nutrition Research Institute, Houston, TX, 1981. Mueller, W.H., and Wohlleb, J.C.: Anatomical distribution of subcutaneous fat and its description by multivariate methods: How valid are principal components? American Journal of Physical Anthropology 1981
54: 25-35. Wohlleb, J.C., and Razavi, L.: Dermatoglyphic laterality, sex chromosome mosaicism, and temporal-lobe epilepsy. In: Dermatoglyphics: An International Perspective,]. Mavalwala, editor. Mouton Publishers, The Hague, 1978. I' Latt, S.A., and Wohlleb, J.C.: Optical studies of the interaction of 33258 Hoechst with DNA, chromatin, and metaphase chromosomes. Chromosoma 1975
52: 297-302. Razavi, L.M., Reed, T.J.E., Wohlleb, J C.: Descriptive Statistics of Fingerprintsfrom the Files on NYSIIS. Terminal Report, N.I.L.E. Project NI-71-128-G, 1973. Wohlleb, J.C.: Research on prisoners (Letter) New England Journal of Medicine \973: 289 325. Page 24 of 24SELECTED GRANTS AND CONTRACTS The Master of Public Health Program. Assisi Foundation, Memphis, Tennessee, 2000- 2004. Scholarships for Master of Public Health Program from SHARE and Murphy Foundations, El Dorado, 1999-2001 (with Tulane University) Tuberculosis Project with Volgograd Medical Academy, to the University of Arkansas for Medical Sciences, 1999-2001, from Health Research, Inc., Albany, NY (grant from Fogarty International Center, National Institutes of Health). Arkansas-Volgograd Partnership
Tuberculosis Project, to the University of Arkansas for Medical Sciences, 1997-1999, from the American International Health Alliance (contract with US Agency of International Development). Scholarships for Arkansas Master of Public Health Program, Entergy Corporation, 1996- 1997. The Arkansas Master of Public Health Program, to the University of Arkansas for Medical Sciences, 1993-2002, from Tulane University Medical Center, School of Public Health and Tropical Medicine. Projects in the Mississippi River Delta of four public health graduate students, to the University of Arkansas for Medical Sciences, 1992 and 1993, from the W. K. Kellogg Foundation. Training in HIV and AIDS, to the Delta Health Education Center, 1991-1993, from the National Library of Medicine, National Institutes of Health. Delta Health Education and Training Center, to the University of Arkansas for Medical Sciences, 1990-1995, from US Department of Health and Human Services Health Resources and Services Administration (director for principals Joan Faubion and Charles Cranford). Injury Prevention Program, to the Arkansas Department of Health, 1988-1990, from the US Centers for Disease Control. Attitudes and knowledge about HIV-AIDS in Arkansas ascertained through random-digit dialing, 1988, National Center for Health Statistics. PROFESSIONAL SERVICE ACTIVITIES Instructor, College of Public Health, UAMS, 2002 to present Secretary, Academic Senate, UAMS, 2002 Co-chair, Human Research Advisory Committee for Behavioral Sciences, UAMS, 2002 to present Member, Advisory Board, Pastoral Care and Education Program, UAMS, 2001 to present Member, Human Research Advisory Committee, UAMS, 2000 to 2002 Page 25 of 25Member, Obesity Taskforce, Arkansas Department of Health, 2000 Representative, Institutional Advancement Officers Council, UAMS, 1998 to 2001 Coordinator, Tuberculosis Project, Volgograd Medical Academy, 1997 to 2001 Member, Arkansas State Commission on Child Abuse, Rape, and Domestic Violence and of Rape Committee and Victims of Crime Act Committee, 1996 to 1998 Coordinator of capstone projects. Master of Public Health Program for Arkansas, 1995 to 2003 Member, The U. S. Pharmacopeial Convention, Inc. Patient Education/Consumer Interest Advisory Panel, 1995 to 2000 Editor, UAMS Rural Health Progressive, 1993 to 1998 Administrator, Master of Public Health Program for Arkansas, 1993 to 2003 PROFESSIONAL MEMBERSHIPS American Public Health Association, 1978 to present Medical Care Section, Continuing Education Liaison, 2002 to present Arkansas Public Health Association, 1984 to present
Executive Committee, 2002 to present Association of Fundraising Professionals, 1995 to 2003 Council for Advancement and Support of Education (CASE), 1998 to 2002 History of Medicine Associates (Arkansas), 1996 to present
Executive Committee, 1999 to 2002 Medical Library Association, Government and Legislation Committee, 1994 to 2002 Medical Library Association South Central Region, 1994 to 2002
past chair. Research Committee COMMUNITY MEMBERSHIPS Rebsamen Fund Board of Directors, 2003 to present Member, Arkansas Economic Developers, 2002 to present Planned Parenthood of Arkansas and Eastern Oklahoma, founding board member, 1998 to 2003 Planned Parenthood of Greater Arkansas, Board of Directors President, 1995 to 1997 American Red Cross Arkansas Chapter Blood Services Committee member, 1987 to 1991 Our House (homeless shelter) founding board member 1988 to 1990 Ozark Mission Project, United Methodist Church, steering committee 1986 to 1989 The Rotary Club of West Little Rock, 1985 to present
President, 1998 to 1999 First United Methodist Church, Little Rock, 1984 to present Contemplative worship music committee chair, 2002 to present Stephen Minister, 2002 to present Missions committee, 1999 to present Representative to the Arkansas Area Russia Initiative, 1998 to present Child Development Center, Budget Committee, 1998 to 1999 Chancel Choir member and teacher, 1984 to present PERSONAL INFORMATION Birth date and place: May 3, 1946, Dayton, Ohio Married to Cynthia Jane Stabler, 1967 to 1977 Daughters Sara Wohlleb and Beth Adel, bom 1970 in Boston, Massachusetts Married to Mary Elizabeth Remmel, 1989 to present 1018 North Arthur, Little Rock, Arkansas 72207-6302 501/680-9244 (mobile), 501/686-2585 (facsimile), wohllebiamesc@aristotle net Interests: Tennis, religion, history, and travel Page 26 of 26F Vita Ed R. Williams, Ph.D. Little Rock School District Instructional Resource Center 3001 S. Pulaski Little Rock, AR 72206 501-447-33861 Fax: 501-447-7609! ed.williams@lrsd.org Educational History 1. Doctor of Philosophy 1995 University of Arkansas - Fayetteville, Arkansas Specialty: Vocational Rehabilitation Research and Education 2. Master of Education 1992 University of Arkansas - Fayetteville, Arkansas Specialty: Vocational Rehabilitation Counselor. Deafness and Hard of Hearing 3. Bachelor of Arts 1972 Upper Iowa University - Fayette, Iowa Major: Political Science/Secondary Education Minor: Psychology Certifications Teachers License, #483665503, Social Studies, Grades 7-12, Valid through 12/31/2007 Licensed Professional Counselor (LPC), #P9702006, Valid through 7/1/2006 Certified Rehabilitation Counselor (CRC), #27328, Valid through 3/31/2007 Sign Communication Proficiency Interview (SCPI) rating of intermediate Current Employment Statistical Research Specialist: Little Rock School District, 1998 to present Analyze, interpret, and compile reports using test and other District data. Provide research support, statistical information and interpretation, and disaggregate data. More specifically, authored the evaluation design for the Districts English as a Second Language (ESL) Page 27 of 27 bF Compliance Plan and Charter School. Authored or co-authored the School Board approved evaluation agenda reports. Authored data analysis reports for the Districts Divisions of Curriculum & Instruction, School Services, and Student Assignment. Present workshops to a wide range of audiences on using test results and other data to improve instruction. Assist with various tests administered by the District. Use SPSS, ACCESS, EXCEL, and other specialized software to gather, analyze, and publish data. Implement the assigned portions of the Districts Compliance Remedy order. Previous Public Sector Employment Assistant Professor: University of Arkansas! Rehabilitation Research and Training Center (RTC-311 for Persons who are Deaf or Hard of Hearing, 1997-1998 Conducted applied research to enhance employability for persons who are deaf, late deafened, or hard of hearing. Conducted training and dissemination activities to bring project results to key professional and consumer groups. Taught within the Universities graduate programs in rehabilitation counseling and independent living. Project Director: Successful Transition to Employment for Postsecondary Students with Disabilities (STEPS), University of Arkansas at Little Rock (UALRl, 1994-1997 Provided career and personal counseling to students. Developed and taught a 4000/senior level career development class. Trained various state agency personal and UALR faculty/staff. Recruited and organized advisory councils. Supervised project marketing and publicity, collected and analyzed evaluation data using SPSS, presented at national and international conferences, and traveled the state to present at various consumer groups. Project Manager: Arkansas Children's Hospital, 1994 Established and maintained field sites for the project: Assessment of Rural Adolescent Alcohol Use. Coordinated: (a) collection dates
(b) appointments to collect extent data
(c) data entry
and (d) data analysis. Consulted: (a) to maintain validity of project
and (b) to determine predictor variables for project outcomes. Graduate Assistant: University of Arkansas, 1992-1994 Identified, established, and maintained field sites. Collected and analyzed data through developing statistical programs using SPSS. Wrote reports, journal articles and gave conference presentations. Research Associate: Transition Project, Little Rock, Arkansas, 1992-1994 Page 28 of 28Scheduled 112 parent and student interviews statewide. Collected data utilizing a face-to-face interview format. Interviewed parents and students on their perception about the transition process. Entered & analyzed data and wrote progress and final report of findings. Client Advocate: Client Assistance Program (CAP), Little Rock, Arkansas, 1992-1993 Assisted and advocated for individuals with disabilities in their relationships with projects, programs, and facilities providing services under the Rehabilitation Act. In addition, provided clients with information on available services and benefits under the Rehabilitation Act and Title I of the Americans with Disabilities Act (ADA). Peer Reviewed Grants Planning Dunbar-Hunter, 2004-2005 (2003). Arkansas Humanities Council and the National Endowment for the Humanities. $5,240.00 Mouth of the Cache (2003). Arkansas Heritage Commission. $4,900.00 French Migration into Arkansas (2001). Arkansas Heritage Commission. $1,770.00 Dye Workshop (2000). Arkansas Humanities Council and the National Endowment for the Humanities. $2,500.00 Cultures in Contact (1999). Arkansas Humanities Council and the Rockefeller Foundation. $2,000.00 Dean Shostak: Colonial Musician (1998). Arkansas Humanities Council and the National Endowment for the Humanities. $ 1,500.00 Individuals with Disabilities: Potential, Accommodation & Style (ID:PAS), (1997-2000). U.S. Department of Education Office of Special Education and Rehabilitative Services (OSERS), Postsecondary Education Programs for Individuals with Disabilities, Model Demonstration Projects to Improve the Delivery and Outcomes of Postsecondary Education for Individuals with Disabilities (CFDS No. 84.078C). $403,886.00 Music and Militia (1997). Arkansas Humanities Council and the National Endowment for the Humanities. $2,000.00 Peer Reviewed Publications Roessler, R., Shearin, A., & Williams, E. (2000). Three recommendations to improve transition planning in the lEP. Journal for Vocational Special Needs Education, 22(2), 31-36. Geyer, P. D. & Williams, E.R. (1999). The role of technical assistance centers in addressing employer concerns about accommodating workers who are deaf or hard of hearing. Labor Law Journal, 50(4), 280-288. Page 29 of 29Williams, E. R. (1998). Essential functions worksheet. Journal of Rehabilitation Administration, 22(2), 123-128. Williams, E. R. (1998). Developing awareness and sensitivity to communication barriers encountered by people who are deaf or hard of hearing. In S. Totten & C, Johnson (Eds ), Preparing middle level educators: Practicing what we preach. Williams, E. R. (1998). Personal Perspective - Disclosure of a disability during the job interview
Avoidance of deviance. Journal of Postsecondary Education and Disability, 13(1), 75-76.. Williams, E. R., & Akridge, R. L. (1997). Test-retest reliability of the responsible assertion scale (RAS). Vocational Evaluation and Work Adjustment Bulletin, 30(2/3), 44. Williams, E. R. (1997). Work personality profile: Validation within the supported employment environment. Journal of Rehabilitation, 63(2), 26-30. Williams, E. R. (1996). Middle school teacher attitudes towards the placement of students with disabilities. Current Issues in Middle School Education, 5(2), 73-85. Williams, E. R., & Akridge, R. L. (1996). The Responsible Assertion Scale: Development and evaluation of psychometric qualities. Vocational Evaluation and Work Adiustment Bulletin, 29(1), 19-23. Andrew, J., Getch, Y., Bellini, J., & Williams, E. (1996). University support for doctoral education in rehabilitation. Journal of Rehabilitation Education, 10(4), 319-330. Williams, E. R. (1995). Interpersonal problem-solving training: Job maintenance through acquisition of interpersonal problem-solving skills. International Association of Special Education
Empowering children with special needs (pp. 36-38). Whitewater, WI: University of Wisconsin-White water. Schriner, K. F., Bellini, J. L., & Williams, E. R. (1995). Implementing IDEA
lEP meetings in demonstration and nondemonstration sites in a systems chance state. Rural Special Education Quarterly, 14(3). 36-42. Other Publications Boone, S., Watson, D., VanBiervliet, A., McGee, S., Lefebure, H., & Williams, E. (1998). Multimedia job accommodations curriculum for persons who are deaf or hard of hearing: Annual report one. (NIDRR Field Initiated Grant: H133G70104, 1997-2000). Little Rock, AR: University of Arkansas RRTC for Persons who are Deaf or Hard of Hearing. University of Arkansas Page 30 of 30I Williams, E. R., Tuttle, C, & Dahmen-Jones, D. (1997). STEPS: Equal employment opportunities for people with disabilities class 1CD1. Little Rock, AR: University of Arkansas at Little Rock. Williams, E. R. (1996). Validation of a work behavioral rating instrument for people receiving supported employment services (Doctoral dissertation. University of Arkansas at Fayetteville, 1995). Dissertation Abstracts International, 57(03), A. Williams, E. R. (1996). How to use the Essential Functions Worksheet. Point of Departure, 2(2), 5. Williams, E. R. (1995). Postsecondary education options and services in the state of Arkansas. Little Rock, AR: University of Arkansas-Little Rock, Educational and Student Services. Williams, E. R. (1995). Resume assessment and training (RAT). Little Rock, AR: University of Arkansas-Little Rock, Education and Student Services. Williams, E. R. (1994). Student evaluation of school-based transition activities. Fayetteville: Arkansas Research and Training Center in Vocational Rehabilitation. Teaching Activities Professor, Rehabilitation Education (RHAB) #5453, Psychological Aspects of Disability, University of Arkansas-Fayetteville, 1998 Adjunct Professor, Rehabilitation Education (RHAB) #5453, Psychological Aspects of Disability, University of Arkansas-Fayetteville, 1997 Adjunct Professor, Teacher Education (TCED) #7337, Life Adjustment for Persons with Severe Disabilities, University of Arkansas-Little Rock, 1997 Instructor, Personal Awareness (PEAW) #4124 Leadership Practicum: Equal Employment Opportunities for People with Disabilities, University of Arkansas-Little Rock, 1995-1997 Instructor, Personal Awareness (PEAW) #1200 First Year Experience, University of Arkansas- Little Rock, 1995-1997 Lecturer, PSYC #3320 Intro to Applied Psychology, and Teacher Education (TCED) #5300 Disability in Peoples Lives, University of Arkansas - Little Rock, 1995 Lecturer, Rehabilitation Education (RHAB) #5433 Medical Aspects of Disability, University of Arkansas, 1994-96 Page 31 of 31 liLecturer, RHAB #3493 Vocational Evaluation, Assessment & Placement, University of Arkansas, 1994-96 Lecturer, Curriculum and Development (CID) #3151 Survey of Exceptionality, University of Arkansas, 1993-1994 Presentations at International, National, and State Conferences Williams, E. R. (1998, July). Get that job: Tips for success in the job interview. Paper presented at the annual Association on Higher Education and Disability (AHEAD), Las Vegas, NV. Williams, E. R. (1998, July). Critical thinking. Invited presentation. College ONE summer orientation program for students who are deaf. University of Arkansas at Little Rock, Little Rock, AR. Williams, E. R. & Geyer, P. (1998, July). Who do you call? Ghostbusters! Addressing employer concerns about workplace accommodations. Paper presented at the biennial conference of the National Association of the Deaf (NAD), San Antonio, Texas. Watson, D., Anderson, G., Boone, S. Williams, E. R., & McGee, S. (1998, June). Success in the workplace for people who are deaf or hard of hearing. Paper presented at the biennial International Convention of the Alexander Graham Bell Association for the Deaf (AGB), Little Rock, AR. Geyer, P., & Williams, E. R. (1998, June). Using job-forecasting information when making career decisions. Paper presented at the biennial International Convention of the Alexander Graham Bell Association for the Deaf (AGB), Little Rock, AR. Williams, E. R. (1998, May). The role of technical assistance centers in addressing employer concerns about accommodating workers who are deaf or hard of hearing. Invited presentation, Kentucky Department of Vocational Rehabilitation, Frankfort, KY. Williams, E. R., & Boone, S. (1997, November). ADA: An overview. Invited class lecture. Orientation to Deaftiess, University of Arkansas at Little Rock. Geyer, P. D., & Williams, E. R. (1997, September). Working in "Hot Jobs": A career strategy for adults with disabilities. Paper presented at the annual conference of the National Rehabilitation Association (NRA), Tulsa, OK. Williams, E. R. (1996, July). To disclose or not to disclose.... Paper presented at the annual conference of the Association on Higher Education and Disability (AHEAD), New Orleans, LA. Page 32 of 32Williams, E. R. (1995, November
1996, March, September, November). Leadership through chaos. Paper presented at a workshop sponsored by Disability Support Services at UALR on leadership training, Little Rock, AR. Williams, E. R. (1995, October
1996, March, September). Improving your GPA by maximizing your learning strength. Paper presented at a workshop sponsored by Disability Support Services on learning styles. Little Rock, AR. Williams, E. R., Queller, S., Smelser, A., & Serebrini, R. (1995, October). Supporting students with disabilities in post secondary education. Paper presented at the Transition: Investment in the Future conference. Little Rock, AR. Williams, E. R. (1995, August). Assessing and enhancing the social problem solving skills of deaf adolescents. Paper presented at the fourth biennial conference of the International Association of Special Education, Brighton, England. Williams, E. R., Jones, C., McNamara, M., Koslowski, L., Bhattacharyya, A. (1995, June). Enhancing assertive behavior. Paper presented at the Foundation for Rehabilitation Counseling seminar on Counseling Skills that Facilitate Client Empowerment, Newport Beach, CA. Johnson, V. A., Williams, E. R., & Boone, S. E. (1993, June). Empowering people for interpersonal problem-solving. Paper presented at the annual conference of the Southwest Regional Rehabilitation Association (SRRA), Dallas, TX. Johnson, V. A., Williams, E. R., (1993, June). Get that job: Skills for success in the job interview. Paper presented at the annual conference of the Southwest Regional Rehabilitation Association (SRRA), Dallas, TX. Current Association Membership American Educational Research Association (AERA) Community Service Board member, Arkansas Urban Gardening Educational Resources, Inc., 2002 to present Assistant Scoutmaster, Arkansas School for the Deaf, 1991 to present President, Early Arkansas Reenactors Association, 2001 to present Member, Pulaski Enterprise Council, 1996 to present Volunteer, Dunbar Adult Gardeners, 1998 to present Page 33 of 33Previous Private Sector Employment Owner: Insty-Prints, Little Rock. Arkansas. 1988-1990 Sales calls, sales presentations, customer prospecting, delivery of merchandise and follow-up. Planned production schedules, trained all employees on counter sales techniques, use of all equipment, including desk top publishing and printing press. Ordered all supplies, completed all financial and tax reporting. Financial Planner: IDS Financial Services. Inc.. Little Rock. Arkansas. 1987 Prospected and interviewed clients. Developed financial plans to fit the needs and resources of clients. Developed sales presentations and closings. Responsible for all customer follow-up. Store Manager: K-Mart Corporation. Troy. Michigan. 1972-1986 Trained and supervised 100 employees. Bought merchandise for stores generating $11,000,000 in sales. Acquired expertise in federal and state employment laws. Enacted hiring and disciplinary actions. Conducted bi-annual evaluations of all employees, held weekly and daily organizational meetings. Planned all local sales promotions: (a) newspaper ads, (b) good news promotions and (c) local fund-raising events. Prepared sales, expense budgets and weekly cash audit Page 34 of 34B. Comprehensive Program Assessment Process Comprehensive Program Assessment Process (draft IL-R) Little Rock School District Evaluation Standards Joint Committee on Standards for Educational Evaluation Page 35 of 35PROGRAM EVALUATION AGENDA Purpose The purpose of these regulations is to provide guidance to the staff involved in the evaluation of programs required in the Boards Program Evaluation Agenda. They do not necessarily apply to grant-funded programs if the funding source requires other procedures and provides funding for a required evaluation. Criteria for Program Evaluations Policy IL specifies that the evaluations of programs approved in its Board-approved Program Evaluation Agenda will be conducted according to the standards developed by the Joint Committee on Standards for Educational Evaluation. (See Joint Committee on Standards for Educational Evaluation, James R. Sanders, Chair (1994). The Program Evaluation Standards, 2^ Edition: How to Assess Evaluations of Educational Programs. Thousand Oaks, CA: Sage Publications.) Prospective, controlled, suimnative evaluations are at one end of a spectrum of activities that review District operations. Other activities in this continuum include formative and less formal and rigorous evaluations, regular and occasional assessments, and fast or brief snapshots. As rigor and formality diminish along the range of reviews, fewer standards apply. Examples of how the standards apply are found following table, adapted from The Program Evaluation Standards, pages 18 and 19
Checklist for Applying the Standards The reader should interpret the information provided in this table with reference both to the Standards (cited above) and the peculiar circumstances of given program reviews. Double plus signs (++) indicate that standards are fully addressed. Single pluses (+) mean that the standard is a concern but not necessarily fully addressed, and zeros (0) point to standards not usually applicable. Not all summative evaluation will fully satisfy every standard, and other examples may observe more standards than indicated here. Note, however, that all reviews fully observe human rights and impartial reports. 1 Page 36 of 36Checklist of Evaluation Standards for Examples of Program Reviews ______________standard_______ Ul Stakeholder Identification_________ U2 Evaluator Credibility_____________ U3 Information Scope & Selection U4 Values Identification_____________ U5 Report Clarity _______________ U6 Report Timeliness & Dissemination U7 Evaluation Impact_______________ Fl Practical Procedures_____________ F2 Political Viability_______________ F3 Cost Effectiveness_______________ Pl Service Orientation______________ P2 Formal Agreements______________ P3 Rights of Human Subjects P4 Human Interaction_______________ P5 Complete & Fair Assessment______ P6 Disclosure of Findings___________ P7 Conflict of Interest______________ P8 Fiscal Responsibility_____________ Al Program Documentation_________ A2 Context Analysis_______________ A3 Described Purposes and Procedures A4 Defensible Information Sources AS Valid Information_______________ A6 Reliable Information____________ A7 Systematic Information__________ A8 Analysis of Quantitative Data A9 Analysis of Qualitative Data______ AIO Justified Conclusions___________ Al 1 Impartial Reporting_____________ A12 Meta-evaluation Summative evaluations -H- ++ ++ ++ ++ ++ ++ ++ ++ ++ ++ ++ ++ ++ Page 37 of 37 Informal Assessments -H- 0 + + + 0 + + + + (F + + ++ ++ + V Formative Evaluation Process (School Portfolios) ________0 ________+________ + ________+________ _______++_______ ________+________ ________+________ ________0 ________+________ ________+_______ ________0 ________++_______ ________0 ________+_______ +_______ -I- ________0 ________+_______ -H- + + + + 0 + + ++ "o' Snapshots 0 0 + 4- + 0 -I- -l-l- 0 + + 0 0 + + "o 0 + + + + + + +Program Evaluation Procedures The following procedures are established for the evaluation of programs approved by the Board of Education in its annual Program Evaluation Agenda: 1. The Planning, Research, and Evaluation (PRE) Department will recommend to the Superintendent annually, before the budget for the coming year is proposed, the curriculum/instruction programs for comprehensive program evaluation. The recommendation will include a proposed budget, a description of other required resources, and an action plan for the completion of the reports. Criteria for the proposed agenda are as follows: 2. 3. 4. 5. 6. A. Will the results of the evaluation influence decisions about the program? B. Will the evaluation be done in time to be useful? C. Will the program be significant enough to merit evaluation? (See Joseph S. Wholey, Harry P. Hatry, and Kathryn Newcomer (1994). Handbook of Practical Program Evaluation. San Francisco, CA: Jossey-Bass Publishers. 5-7.) The Superintendent will recommend to the Board of Education for approval the proposed Program Evaluation Agendawith anticipated costs and an action plan for completion. For each curriculum/instruction program to be evaluated as per the Program Evaluation Agenda, the Director of PRE will establish a staff team with a designated leader to assume responsibility for the production of the report according to the timelines established in the action plan approved by the Board of Education. Each team will include, at a minimum, one or more specialists in the curriculum/instruction program to be evaluated, a statistician, a programmer to assist in data retrieval and disaggregation, and a technical writer. If additional expertise is required, then other staff may be added as necessary. An external consultant with expertise in program evaluation, the program area being evaluated, statistical analysis, and/or technical wnting will be retained as a member of the team. The role of the external consultant may vary, depending upon the expertise required for the production of the program evaluation. The team leader will establish a calendar of regularly scheduled meetings for the production of the program evaluation. The first meetings will be devoted to the following tasks: Page 38 of 38A. Provide any necessary training on program evaluation that may be required for novice members of the team, including a review of the Boards policy IL and ail of the required criteria and procedures in these regulations, IL-R. 7. B. C. D. E. F. G. Assess the expertise of each team member and make recommendations to the Director of PRE related to any additional assistance that may be required. Write a clear description of the curnculum/instruction program that is to be evaluated, with information about the schedule of its implementation. Agree on any necessary research questions that need to be established in addition to the question, Has this curriculum/instruction program been effective in improving and remediating the academic achievement of African-American students Generate a list of the data required to answer each research question, and assign responsibility for its collection and production. All available and relevant student performance data should be included. (See Judge Wilsons Compliance Remedy.) Decide who will be the chief writer of the program evaluation. Plan ways to provide regular progress reports (e.g., dissemination of meeting minutes, written progress reports, oral reports to the Superintendents Cabinet) to stakeholders. (See Joellen Killion (2002). Assessing Impact: Evaluating Staff Development. Oxford, OH. National Staff Development Council (NSDC)
Robby Champion (Fall 2002). Map Out Evaluation Goals. Journal of Staff Development. 78-79
Thomas R. Guskey (2000). Evaluating Professional Development. Thousand Oaks, CA
Corwin Press
Blaine R. Worthen, James R. Sanders, and Jody L. Fitzpatrick (1997). Participant-Oriented Evaluated Approaches. Program Evaluation: Alternative Approaches and Practical Guidelines
153-169
Beverly A. Parsons (20021. Evaluative Inquiry: Using Evaluation to Promote Student Success. Thousand Oaks, CA: Corwin Press
and Joseph S. Wholey, Harry P. Hatry, and Kathryn E. Newcomer (1994). Handbook of Practical Program Evaluation. San Francisco, CA
Jossey-Bass Publishers.) Subsequent meetings of the program evaluation team are required for the following tasks
Page 39 of 39I to monitor the completion of assignments
to collaborate in the interpretation and analysis of data, to pose any necessary new questions to be answered
to review drafts and provide feedback to the writer
to formulate recommendations, as required, for program improvement, especially to decide if a recommendation is required to modify or abandon the program if the findings reveal that the program is not being successful for the improvement of African-American achievement
to assist in final proofreading
and to write a brief executive summary, highlighting the program evaluation findings and recommendations. 8. 9. 10. 11. 12. A near-final copy of the program evaluation must be submitted to the Director of PRE at least one month before the deadline for placing the report on the Boards agenda for review and approval. This time is required for final approval by staff, for final editing to ensure accuracy, and for submission to the Superintendent. When the program evaluation is approved for submission to the Board of Education for review and approval, copies of the Executive Summary and complete report must be made for them, for members of the Cabinet. The program evaluation team will plan its presentation to the Board of Education on the findings and recommendations. The Director of PRE will prepare the cover memorandum to the Board of Education, including all the required background information: A. If program modifications are suggested, the steps that the staff members have taken or will take to implement those modifications. If abandonment of the program is recommended, the steps that will be taken to replace the program with another with more potential for the improvement and remediation of Afiican-American students. B. Names of the administrators who were involved in the program evaluation. C. Name and qualifications of the external expert who served on the evaluation team. D. Grade-level descriptions of the teachers who were involved in the assessment process (e.g., all fourth-grade math teachers, all eighth grade English teachers, etc.). When the program evaluation is approved by the Board of Education, the team must arrange to have the Executive Summary and the full report copied and design a plan for communicating the program evaluation findings and recommendations to other stakeholders. This plan must then be submitted to the Director of PRE for approval. Page 40 of 40 AT 13. Each program evaluation team will meet with the Director of PRE after the completion of its work to evaluate the processes and product and to make recommendations for future program evaluations. (See Joellen Killion (2002). Evaluate the Evaluation. Assessing Impact: Evaluating Staff Development. Oxford, OH: National Staff Development Council. 46,123-124.) I I Approved: [date] Page 41 of 41 fl Evaluation Standards Criteria for Program Evaluations Policy IL specifies that the evaluations of programs approved in its Board-approved Program Evaluation Agenda will be conducted according to the standards developed by the Joint Committee on Standards for Educational Evaluation. (See Joint Committee on Standards for Educational Evaluation, James R. Sanders, Chair (1994). The Program Evaluation,Stand^ds. 2
Edition: How to Assess Evaluations of Educational Programs. Thousand Oaks, CA: Sage Publications.) They are as follows: )Dd Utility Standards The utility standards are intended to ensure that an evaluation will serve the information needs of intended users. These standards are as follows: Stakeholder identification. People involved in or affected by the evaluation should be identified so that their needs can be addressed. Evaluator credibility. The people conducting the evaluation should be both trustworthy and competent to perform the evaluation so that the evaluation findings achieve maximum credibility and acceptance. Information scope and sequence. Information collected should be broadly selected to address pertinent questions about the program and should be responsive to the needs and interests of clients and other specified stakeholders. Values identification. The perspectives, procedures, and rationale used to interpret the findings should be described carefully so that tiie bases for value judgments are clear. Report clarity. Evaluation reports should describe clearly the program being evaluated, including its context and the purposes, procedures, and findings of the evaluation, so that essential information is provided and understood easily. Report timeliness and dissemination. Significant interim findings and evaluation reports should be disseminated to intended users so that they can be used in a timely fashion. Evaluation impact. Evaluations should be planned, conducted, and reported in ways that encourage follow-through by stakeholders, so that the likelihood that the evaluation will be used is increased. Feasibility Standards Feasibility standards are intended to ensure that an evaluation will be realistic, prudent, diplomatic, and frugal. Practical procedures. Evaluation procedures should be practical so that the disruption is kept to a minimum while needed information is obtained. Political viability. The evaluation should be planned and conducted with anticipation of the different positions of various interest groups so that their cooperation may be obtained and so that possible attempts by any of these groups to curtail evaluation operations or to bias or misapply the results can be averted or counteracted. Cost-effectiveness. The evaluation should be efficient and produce infonnation of sufficient value so that the resources expended can be justified. Page 42 of 42Propriety Standards The propriety standards are intended to ensure that an evaluation will be conducted legally, ethically, and with due regard for the welfare of those involved in the evaluation, as well as those affected by its results. Service orientation. Evaluations should be designed to assist organizations to address and effectively serve the needs of the full range of targeted participants. Formal agreements. Obligations of the formal parties to an evaluation (what is to be done, how, by whom, and when) should be agreed to in writing so that these parties are obligated to adhere to all conditions of the agreement or to formally renegotiate it. Rights of human subjects. Evaluations should respect human dignity and worth in their interactions with other people associated with an evaluation so that participants are not threatened or harmed. Complete and fair assessments. The evaluation should be complete and fair in its examination and recording of strengths and weaknesses of the program being evaluated so that strengths can be built upon and problem areas addressed. Disclosure of findings. The formal parties to an evaluation should ensure that the full set of evaluation findings, along with pertinent limitations, are made accessible to the people affected by the evaluation, as well as any others with expressed legal rights to receive the results. Conflict of interest. Conflict of interest should be dealt with openly and honestly so that it does not compromise the evaluation processes and results. Fiscal responsibility. The evaluators allocation and expenditure of resources should reflect sound accountability procedures and be prudent and ethically responsible so that expenditures are accounted for and appropriate. Accuracy Standards , Accuracy standards are intended to ensure that an evaluation will reveal and convey technically adequate information about the features that determine the worth of merit of the program being evaluated. Program documentation. The program being evaluated should be described and documented clearly and accurately so that it programs is identified clearly. Context analysis. The context in which the program exists should be examined in enough detail so that its likely influences on the program can be identified. Described purposes and procedures. The purposes and procedure of the evaluation should be monitored and described in enough detail so that they can be identified and assessed. Defensible information sources. The sources of information used in a program evaluation should be described in enough detail so that the adequacy of the information can be assessed. or Valid information. The information-gathering procedures should be chosen developed and then implemented in a manner that will ensure that the interpretation arrived at is valid for the intended use. Reliable information. The information-gathering procedures should be chosen or manner that will ensure that the developed and then implemented in a information obtained is sufficiently reliable for the intended use. Systematic information. The information collected, processed, and reported in an evaluation should be review systematically so that the evaluation questions are answered effectively. Page 43 of 43Analysis of quantitative information. Quantitative information in an evaluation should be analyzed appropriately and systematically so that the evaluation questions are answered effectively. Analysis of qualitative information. Qualitative information in an evaluation should be analyzed appropriately and systematically so that the evaluation questions are answered effectively. Justified conclusions. The conclusions reached in an evaluation should be justified explicitly so that stakeholders can assess them. Impartial reporting. Reporting procedures should guard against distortion caused by personal feelings and biases of any party so the evaluation reports reflect the evaluation findings fairly. Metaevaluation. The evaluation itself should be evaluated formatively and summatively against these and other pertinent standards so that its conduct is appropriately guided, and on completion, stakeholders can closely examine its strengths and weaknesses. Page 44 of 44C. Outside consultants Commitment to LRSD evaluations by Dr. Ross Dr. Steven M. Ross curriculum vitae Dr. James S. Catterall curriculum vitae Page 45 of 45-THEUNiVEFStlYOF MEMPHIS Center tor Researct: in Ediicaticnal Policy A Tennessee Center of Excellence 325 Browning Hall Memphis, TN 38152-3340 Office: 901.678.2310 Toll Free: 866.670.6147 Fax
901.678.4257 www.memphis.edu/crep November 11, 2004 Dr, Karen DeJamette Director, PRE Little Rock School District 3001 S. Pulaski Little Rock, AR 77206 Dear Dr. DeJamette
reviewed the document entitled, First Quarterly Progress Update, prepared with I have reviewed the document entitled, irsr i^uaneriy riugicss upuaiu, respect to the new Compliance Remedy (Memorandum Opinion, June 30, 2004, add. 64-67). As an evaluation expert and past and present consultant to the Little Rock School District, I am satisfied with its content and endorse it as representing an accurate portrayal of accomplishments to date and a viable plan for addressing the requirements of the Remedy. 1 look forward to working with you, PRE, and other district leaders in completing the evaluation studies described in the document. Please feel free to contact me if any additional information is needed. Sincerely, Steven M. Ross, Ph.D. Faudree Professor and Director Center for Research in Educational Policy A Tennessee Board of Regents Institution An Equal Opportunity Affmative Action University IBRIEF VITA Steven M. Ross 224 Eagle Spring Cove Cordova, TN 38018 PERSONAL DATA____________ Home: (901)755-6654 Office: (901)678-3413 E-Mail: smross@memphis.edu EDUCATION The Pennsylvania State University The Pennsylvania State University The Pennsylvania State University B.A. M.S. PhD. 1969 1972 1974 Undergraduate Major: Graduate Major: Psychology Educational Psychology ________________________PROFESSIONAL ASSOCIATIONS________ American Psychological Association American Educational Research Association Mid-South Educational Research Association Association for Educational Communications & Technology International Congress for School Effectiveness and School Improvement Fellow Member Member Member Member Instnjctor Continuing Education Instnjctor Psychology EXPERIENCE Evaluator Assistant Professor Associate Professor Professor Senior Researcher Director Mitre Corporation Educational Psychology Educational Psychology Educational Psychology Center for Research in Educational Policy Center for Research in Educational Policy The Pennsylvania State University Lock Haven State College, Lock Haven, PA McLean, Virginia The University of Memphis The University of Memphis The University of Memphis The University of Memphis The University of Memphis COURSES RECENTLY TAUGHT Theories of Learning Individual Differences and Learning Educational Statistics Educational Research Computers in Education Thesis Writing Educational Assessment 1973-1974 Spring Semester 1974 Summer, 1974 1974-1979 1980-1985 1985 - Present 1995-2001 2001 - Present Undergraduate Graduate Undergraduate and Graduate Graduate Undergraduate and Graduate Graduate Graduate________ HONORS AND DISTINCTIONS 1. 2. 3. 4. 5. 6. 7. NDEA Fellowship for graduate study at the Pennsylvania State University, 1971-1973. Graduate Student Associate, Southwest Regional Laboratory, Summer, 1971. Distinguished Teaching Service Award, University of Memphis, 1980. Phi Delta Kappa Professional Research Award, Memphis Chapter, 1983. Elected Fellow, Division 15, American Psychological Association, 1986. Visiting Scholar. National Center for Research on Improving Postsecondary Teaching and Learning. University of Michigan, Summer 1987. Distinguished Research Award, University of Memphis, 1987. Page 46 of 46r i 8. 9. 10. 11. 12. 13. 14. 15. 16. Distinguished Teacher Service Award, University of Memphis, 1988. (First eligibility since 1980
no longer eligible) Memphis State University nominee, CASE Professor of the Year Award, 1989 Superior Performance in University Research (SPUR) Award, University of Memphis, 1990, 1991, 1992 Distinguished Research Award, University of Memphis, 1993. Board of Visitors Eminent Faculty Award, University of Memphis (first recipient), 1993 Editor, Educational Technology Research and Development, 1993-present Editorial Board, Journal of Education for Students Placed At Risk. 1995-present Editorial Board, Computers and Human Behavior, 1994-present Invited testimony, U.S. House of Representatives Subcommittee on Early Childhood, Youth, and Families, Committee on Education and the Workforce, June 26, 1998. ___ _ 17. Invited panelist on comprehensive school reform, discussion with Secretary of Education Richard Riley, 18. 19. March 16. 1999. Lillian and Morrie Moss Chair of Excellence in Urban Education, 2001 Provosts Professorship, 2004-2005, The University of Memphis SCHOLARSHIP Publications in Refereed Journals Books Book Chapters Papers Presented at Professional Meetings 122 7 28 224 SELECTED RECENT PUBLICATIONS Ross, S. M., & Smith, L. J. (1998). Improving school achievement and inter-group relations for children placed at risk. European Journal of Intercultural education, 9(2), 141-154. Smith, L. J., Ross, S. M., McNelis, M, Squires, M., and others (1998), The Memphis restructuring initiative. Analysis of activities and outcomes that impact implementation success. Education and Urban Society, 30(3), 296-325. Stringfield, S., & Snively, F. (1998). Scaling up school restructuring in multicultural multilingual Datnow, A., Ross, S., , --------=-r-------------- - oazox -nc qkv contexts: Early observations from Sunland County. Education and Urban Society, 30(3), 326-357. Ross S. M., Smith, L. J., & Casey, J. P. (1999). "Bridging the gap": The effects of the Success For All Program on elementary school reading achievement as a function of student ethnicity and ability level. School Effectiveness and School Improvement, 10(2), 129-150. Momson, G. R., Ross, S. M., & Kemp, J. E. (2000). Designing effective instruction (3*^ ed.). New York, NY: Macmillan College Publishing. Ross S M Alberg, M., Smith. L., Anderson, R., Bol, L., Dietrich, A., Lowther, D., & Phillipsen, L. I xwww, O _ _____I____*rUA KAAmrkhie eff>kr\/ 9f VAar (2000). Using whole-school restructuring to improve Teaching and Change. 7(2), 111-126. 1 I, r\., UWI, W., IWI I - I educational outcomes: The Memphis story at year 3. Ross, S. M., & Seidel, S. (2000). The introduction to the NEA Teacher Education Initiative. Teachirig and Change, 8, 5-9. Nath LR & Ross S.M. (2001). The influence of a peer tutoring training model for implementing cooperative groupings with elementary students. Educational Technology, Research and Developmerit, (2), 41-56. Ross S M , Sanders, W. L., Wright, S. P., Stringfield, S., Wang, L. W., & Alberg, M^September 2001). Two- and three-year achievement results from the Memphis Restructuring Initiative. School Effectiveness and School Improvement, 12, 323-346. Page 47 of 47 iBol, L., Nunnery. J., Ross S.M. & Alberg, M. (2002). A comparison of Teachers assessment practices in school restructuring^ ' . n i_ z_..1. DIxLz t A\ models by year of implementation. Journal of Educational Research for Students Placed at RJsk, 7(4), 407- 423. Reynolds, A., Ross, S.M., Rakow, J.H. (2002). Teacher retention, teaching effectiveness, and professional preparation: A comparison of professional development school and non-professional development school graduates. Teaching and Teacher Education. 18, 289-303. Ross, S. M. (2002) (2002). Developing Capacity for Scaling-Up Comprehensive School Reform Models: Aggregate Results for Provider Teams Receiving Capacity-Building Grants (Prepared for OERI). Memphis, TN: The University of Memphis, Center for Research in Educational Policy. Ross, S. M. & Hom, R. A. (2002). Introductory Statistics: An Individualized Approach Third Edition. Boston, MA: Pearson Custom Publishing. Ross S. M. & Lowther, D. L. (2003). Impacts of the Co-nect school reform design on classroom instruction, school climate, and student achievement in inner-city schools. Journal for Educational Research on Students Placed at Risk, 8(3), 215-246. Ross, S.M Ross, S.M., Stringfield, S., Sanders, W.L., & Wright, S.P. (2003). Inside systemic Elementary school reform: Teacher effects and teacher mobility. School Effectiveness and School Improvement, 14(1), 73-110. Ross, S. M. & Morrison, G.R. (2003). Experimental research methods. In D. H. Jonassen (Ed.), Handbook of Research for Education Communications and Technology, 2 Ed. Mahwah, NJ: Lawrence Erlbaum Associates. Ross, S.M., Stringfield, S., Sanders, W.L., & Wright, S.P. (in press). Fourth-year achievement results in the Tennessee value-added assessment system in restructuring schools in an inner-city district. Education Administration Quarterlv. Lowther, D. L., & Ross, S. M. (2003). When each one has one: The influences on teaching strategies and student achievement of using laptops in the classroom. Educational Technology Research and. Development, 51(3), 23-44. Monison, G. R., Ross, S, M., & Kemp, J. E. (2004). Designing Effective Instruction 4*^ Edition. Hoboken, NJ: Wiley & Sons. Ross, S. M., Nunnery J. A., Goldfeder, E., McDonald, A., Rachor, R., Hornbeck, M., & Fleischman, S. (2004). Using school reform models to improve reading achievement: A longitudinal study of Direct Instruction and Success For All in an urban district. Journal of Education for Students Placed At Risk, 9 (4), 357-388. Ross, S. M., Morrison, G., & Lowther, D. L. (in press). Using experimental methods in higher education research. Journal of Computing in Higher Education. McDonald, A.J., Sterbinsky A., Lowther, D., Ross, S.M., Redfield, D., Apodaca, M., & Martelli, S. (in press). Demonstrating comprehensive school reform. A review of two longitudinal studies. The International Journal of Educational Policy, Research and Practice, 4 (4). Ross S.M. & Gil L. (2004) The past and future of comprehensive school reform: Perspectives r\Ud5, O.IVl., w VII, J I iw - -- , from a researcher and practitioner in Christopher T. Cross (Ed.). Putting the Pieces Together, Lessons from CSR Research (pp. 151-174). Washington, DC: NCCSR. -----------------------------------------------------------SUMMARY OF INTERESTS ten years, I ------------------------------- During the past have worked extensively with school districts, both regionally and locally, to develop and Page 48 of 48 I* evaluate programs for improving student achievement. The primary focus of these studies has been schools predominantly serving disadvantaged inner-city minority children. Currently, I am working on the formative and summative evaluation of Comprehensive School Reform (CSR) projects at schools in various states. Additional ongoing research projects are studies of school restructuring designs as they are implemented in Memphis City Schools and other school districts and of professional development schools in seven national sites as part of the NEA Teacher Education Initiative (NEA-TEI). Page 49 of 49 INAME: Catterall CURRICULUM VITAE James S. ADDRESS: 1840 Deerhill Trail Topanga Canyon, CA 90290 (310) 455-2720 University of California Graduate School of Education & Information Studies Los Angeles, CA 90024 (310) 825-5572
825-0267 EDUCATION: Ph.D. Educational Policy Analysis/Finance Stanford University, 1982 M.A. Public Policy Analysis University of Minnesota Hubert H. Humphrey Institute of Public Affairs, 1973 A.B. Economics (with honors) Princeton University, 1970 EMPLOYMENT: UCLA Graduate School of Education & Information Studies 1995 to present: Professor of Education (appointed Assistant Professor in 1981) 1996-97 1995- Elected Chair of the Faculty Associate Editor, Educational Evaluation and Policy Analysis, a journal of the American Educational Research Association. 1993-97 Assistant Dean 1 Program leadership and development responsibilities include: Chair, National Technical Advisory Panel for Accountability and Assessment Kentucky State Legislative Research Commission, 1998 to present. This panel advises the KY legislature. State Board of Education, and State Commissioner of Education on the design and technical quality of Kentucky's multi-faceted annual student testing and assessment system. I Appointed member. State of California Public School Assessment Advisory Committee. Also Member of the PSAA Technical Design Group, 2003 to present. UCLA Principals' Leadership Institute. Core faculty member in assessment and statistics for school leaders. Head, Division of Administration, Curriculum and Teaching Studies (1988- 90
1992-94) 1989 -1991 Elected Chair of the Faculty Page 50 of 50II 1978 to 1980 Courses taught: Organizational Theory and Leadership Policy Analysis in Education
Politics of Education Educational Planning and Change Research and statistics for School Leaders Evaluation of Teaching and Learning
Director, Center for the Study of Educational Policy, Palo Alto, California. Editor, The School Choice Forum. 1977 to 1980 Institute Fellow, Institute for Research on Educational Finance and Governance, Stanford University. Ford Foundation Fellow in School Finance, Stanford University. Research and Teaching Assistant, School of Education, Stanford University. Three years teaching economics of education
two years teaching school finance seminar. 1976 to 1977 1973 to 1976 Instructor of mathemabcs, Oregon Episcopal School, Portland, Oregon (1/2 time). Consultant and writer, Oregon state school finance reform project, Salem, Oregon (with Prof. Larry Pierce, Department of Political Science, Univ, of Oregon (1 / 2 time). Principal and Assistant Director, Summer Programs
instructor of mathematics (7 through Calculus AB), economics and sociology
varsity tennis and girls' basketball coach
housemaster. Shattuck School, Faribault, Minnesota. 1972 to 1973 1972 Chief Committee Consultant, Taxation. State of Minnesota House of Representatives, St. Paul, Minnesota. Researcher and writer. State of Minnesota Tax Study Commission. 1970 to 1971 Program Officer, Budget and Fiscal Planning, New Jersey State Department of Higher Education. Page 51 of 51PUBLICATIONS: BOOKS AND MONOGRAPHS "The Arts and Learning
New Opportunihes for Research." Washington, DC
American Educational Research Association / Arts Education Partnership (2004), "Critical Links: The Arts and Academic and Social Development." Washington, DC: Arts Education Partnership, National Endowment for the Arts. (2003) "Champions of Change: The Impact of the Arts on Human Development." Washington, DC: The National Endowme. nt for thce, Arts, the 5M acArthur Foundmatioonn,F tFheim GdE Fanudn dfh, pa nAdr ttqh eE Adurtcsa Etiodnucation "The Partnership, 1999 Kentucky Instructional Results Information System: A Technical Review." With W. Mehrens, J. Ryan, G. Flores, and P. Rubin. Frankfort, KY: KY Legislative Research Commission, January 1998. "An Assessment of Student Content Knowledge in Urban Environmental Issues." Lm Angeles, CA: Tree SSSlllCllK VI -------O~ --------------------- , , 1 I*, I A 1100'7 People, Inc. / County of Los Angeles Department of Public Works. April IW/. "Assessment of the Oak Hill School Curriculum." Eugene OR
Oak Hill School. 1996. "Different Ways of Knowing, Report of the Three-year National Longitudinal Study." Los Angeles, CA: The Galef Institute (1995). "Different Ways of Knowing. 1990-91 Field Test." Summary Report of Program Effects on Teachers and Students. Los Angeles, CA: The Galef Institute (1991). "Discovering What Schools Really Teach. Designing Improved Coursework Indicators/ (With L. . <r- y-s_______ aL_____ 1 Carba Monica CAl' TnpRAND 11 V V I lal i-zCI IVV13 iwtti ly j v i. a .q ....p - Mr> McDonnell, L. Burstein, T. Ormseth, and David Moody). Santa Monica, CA: The RAND Corporation, 1990. "Reducing the High School Dropout Rate in California." (With David Stern, Charlotte Alhadeft iand Maureen Ash.) (Berkeley, CA: Institute for Governmental Studies, University of California) 1986 (Research Monograph, 120 pp.). "Economic Evaluation of Public Programs." (Ed.). San Francisco: Jossey-Bass, 1985. "Education Vouchers." Bloomington, Indiana: Phi Delta Kappa Educational Foundation (Fastback Series), 1984. "Tuition Tax Credits: Fact and Fiction." Bloomington, Indiana
Phi Delta Kappa Educational Foundation (Fastback Series), 1983. -resting in the Nations Schools and Districts
How Much? What Kind? To What Ends? At What C^ts?" (With James Burry, Bruce Choppin, and Donald Dorr-Bremme.) Los Angeles, CA. Center for the Study of Evaluation Report No. 94,1982. 'The Linkages Between Policy and Planning: An Exploratory Study" Anaheim, CA: Orange County Department of Education, 1982. PUBLISHED POLICY ANALYSES "Activities to 1P -l-a-n-- -a--n--d- I-m---p-l-e--m---e--n--t -t-h e Re.p or_ting of School Dropout and Retention Indicators." Report to the United States Congress, PL 110-297, April 1989. "Los Angeles Schools and Tomorrow's Workforce" Los Angeles, CA: Los Angeles 21X10,1988. "Social Capital and the Improvement of Instruction.' Administration and Leadership. 1988. ." California Commission on Public School Page 52 of 52 I "School Reforms and School Dropouts in California: Tracking the Linkages California State Department of Education, 1988. "An Assessment of Audience Needs for School Reform Assessment Information.' United States Department of Education, Office of Educational Research and Improvement, 1988. "School Dropouts: Policy Prospects." Report for the Policy and Planning Center, Appalachia Educational Laboratory, Office of Educational Research and Improvement, United States Department ot Education, 1986. "Dropping Out of School in the North Central Region of the United States: The Dimensions of The Problem -P , . ! ____inoo n.Ji/n, C'ontral R (Xxinnal F.o VlCStlonsl Based on Available Evidence," 1988. Policy Report, North Central Regional Educational Laboratory. "Dropping Out of School in the North Central Region of the United States: The Costs and Consequences of * P. . . r_____I. Krx^..i-u Dzat-rmnal PH 11 rafifina1 1 .annratorv. School Leaving," 1988. Policy Report North Central Regional Educational Laboratory. "School Dropouts: Policy Prospects." Charleston, WV: Appalachia Educational Laboratory. "Testing and Excellence in Education: Some Questions About Costs and Benefits." (With D L. Baker and ]. L. Herman.) Los Angeles: Center for the Study of Evaluation. CSE Report 288,1984. -The Costs of Instructional Information Systems." UCLA Center for the Study of Evaluation, Evaluation Systems Project Report, 1982. "Proposition 13: The Campaign, the Vote, and the Immediate After-effects for California Schools," with Thomas Thresher, Stanford University, Institute for Research on Educational Finance and -Tuition Governance (IFG) Program Report 79-D5, March 1979. Tax Credits for Schools: A Federal Priority for the 1980's," IFG Policy Perspective Stanford University, spring 1981. "Schools in the Aftermath of Proposition 13: Perspectives, Prospects, and the Impertinence of the School in ine/Miei iiidiii VI 1 I vipvoitiMii xw. a --------- , , , m-ro Voucher Pundits," Center for the Study of Educahonal Policy, Program Report, February 1979. "Passing the Baton at the State Department of Education." Education, W, winter 1983. Los Angeles, UCLA Graduate School of Education. SELECTED ARTICLES 'The Costs and Benefits of Large-scale Assessment." journal of Education Finance, winter 1989. "Still Up and Running After All These Years: From Practice to Theory on Sustaining Funded School * .. I . __ -inna Programs." Chicago Policy Review, Winter 2003. Involvement in the Arts and Human Development: General Involvement and Intensive Involvement^in Music and the Theatre Arts.^' Fairfield, CT: The GE Fund and the MacArthur Foundation, The Arts and Learning: Champions of Change Research Reports, 1999. Also forthcoming, Washington, DC: Americans for the Arts Monograph series, fall 1999. The Chicago Arts Partnerships in Education: Summary' of 1993 to 1999 Evaluations? With Lynn A. caRO Aris rdruieisiiivs in i-uueaiivM.. * - . ' , Waldorf. Fairfield, CT: The GE Fund and the MacArthur Foundation, Champions ot Change Research Reports, 1999. "Does Experience in the Arts 1998. Boost Academic Achievement? A Response to Eisner." Art Education, July "Involvement in the Arts and Success in Secondary School." Washington D. C.: Americans for the Arts. Monograph Series V. 1, No. 9, January 1998. "Risk and Resilience in Student Transitions to High School." American lournal of Education, 106/2 (February, 1998), 302-333. Page 53 of 53"Where excellence and prep^edness meet: Increased course at^r^k students." (With n.:
"rM^yv7he High School loumab 80/2 (December/January 1997). "The Emergence of Private Postsecondary Education in the Former Sovi^st Republic of Azerbaijan." (with _ . 1 . X i-.i__rAii/'ni-inn S iQMn. .S-b. Raymond McGhee Jr.). International Higher Education, 5,1996, 3-5. "Making Drama Special: Developing Drama Practice to Meet Special Education Needs." (Review Essay). t .r r____I. T^lia/i/ra fi W/1nr/]hf^n - vol. 1(1). 1 TzO. With Sherry Kerr. Research on Drama and Theatre in Education, Vol. IH). 1996. "Cognition, Community, a. Theater in Education: ' and Assessment
Toward Integrated Inquiry on Drama in Education." Drama and ' Contrary Research, John SomeA, Ed., North York, ON, Canada: Captus University Publications, 1996,147-158. and the Arts: A National Endowment for the Arts. "The Fourth R: The Arts and Learning" (with Jaye T. Darby). Teachers College Record, 96(2), 1994. "Marketplace Education Revisited." Business and Economic Review, 40(2), Jan-Mar 1994,11-16. "Theory and Practice of Family Choice m Education: Taking Stock." Economics of Education Review 10(2), 1992. "A Reform Cooled Out: Tests Required for High School Graduation." The High School |oum.ab 75(1), 1991 (November). "Los Angeles Schools and Tomorrow's Work Force." Education, 5(5), winter 1990,18-20. "School Dropouts: Hero Today, Here Tomorrow." UCLA |oumal ofEducahon, 4(1), spring 1990. "Estimates the Costs and Benefits of Large Scale Assessments: Lessons from Recent Research." loumalof Educational Finance, 16(1), summer 1990,1-20. "Standards and School Dropouts: A National Study fjests Required for High School Graduation." American lournal of Education, 98(1), November 1989,1-34. "Contemporary Reforms and the Equality of Educational Opportunity." 1 ICl,A lournal of Education, 3(2), spring 1989, 27-36. With and Without High School Diplomas." (With D. Stem, I. Paik, "Labor Market Experience of Teenagers " a V i Economics of Education Review, 8(3), 1989,233-246. "A Group Counseling Dropout Prevention Intervention: Some Cauhons on L .. . . t . A_________r* J.,Pocoarrh Intimal. z4(4l lyo? High Schools." American Educational Research lournal, 24(4), 1987, 521-540. Isolating Adolescents Within "A Process Model of Dropping Out of School: Implications for Research, Policy, and Practice." The Urb^ Educator, 8(2), Spring/Summer 1987,23-38. "On The Social Costs of Dropping Out of School." 19-30. The High School lournal, 71(1), October-November 1987, 'The Supplv and Demand for Private Education: Raking tte impact of Tuition Tax Credits" (Review Essay), lournal of Education Finance, fall 1987, 205-215. "School Completion Indicators for Education Monitoring Systems: The Long Road to Satisfactory School bcnooi statistics." The Urban Educator, 8(2), Spnng/Summer 1987, 23-38. "Vocational Potential." (Review Essay) Science, 2(6), 10 April 1987. "The Effect of Alternative School Programs on (With David Stem.) uul P. on High School Completion and Labor Market Outcomes." F.ducational Evaluation and Policy Analysis, 8(1), spring 198b. Page 54 of 54"America's Presbge Schools: Boot camps for Upper class Survivalists or Academic Citadels?" Review of Educabon 12(3), 1986. "Proposition 13: Effects on High School Curricula, 1978-1983." American lournal of Education, 93(3), May 1985. "Polibes and Aid to Private Schools." Educabonal Evaluation and Policy Analysis, 6(4), winter 1985, 435- 440. "Notes on the New Politics of Education." (With Milbrey W. McLaughlin.) Education and Urban Society, 16(3), May 1984. "Assessing the Economic Outcomes of Vocational Education." Studies in Educational Evaluabon, 10,1984. "Public and Private SchcKils: Evidence on Tuibon Tax Credits." (With Henry Levin.) Sociology of Educabon, 55, April/July, 1982. Kappan Special Report, "Some Hypotheses on Voucher Plan's Failure to Attract Support from Interest Groups." (With Michael W. Kirst.) Phi Delta Kappan, May 1980. "Here Comes the Voucher-A Trojan Horse?" California School Boards, March 1979. "Perspeebve: A Year on the Finance Treadmill." California School Boards, March 1979. BOOK CHAPTERS "Cost Benefit Analysis and Faculty Productivity in Engineering, Science, and Mathematics teaching." Chapter in book Assessing Productivity in Higher Education based on ongoing work with Worcester Polytechnic Institute (MA) studying reforms of teaching in introductory engineering classes using group projects, peer mentoring, technology, and reduced use of faculty lecturing. Additional contributors include William Massey and Henry M. Levin (1998). "California Education Policy for the 21st Century: Betting Heavily on Reduced Class Size." (with Marilyn Korostoff, Ed. D.). Chapter in California Policy Options, 1997. Los Angeles, CA
California Business Forecast and the UCLA Anderson School of Management. (1997) "Competency, Certificabon, and Authentic Assessments." (With Lynn Winters.) Chapter in H. J. Walberg and W. Steven Barnett (Eds.) Advances in Educabonal Productivity/Cost Analysis for Education Decisions: Methods and Examples. Greenwich, CT
JAI Press, Inc., 1994. "The Promise and Prospects of Keeping Students in School." (With David Stem). Chapter in J. Simon and D Stipek (Eds.), Exit Age. New Haven, CT: Yale University Press, 1991. "The Educabonally At-Risk Children: Demographics, Consequences, and Policy Prospects." (With E, Cota Robles.) Chapter in Henry M. Levin and Robert Polkinghorn (Eds.), Accelerating the Education of At-Risk Students, 1993, Rockefeller Foundation. 'Tomorrow's Workforce: Over Credentialed and Underprepared?" Chapter in Can California Be Competitive and Caring? Daniel Mitchell and Jane Wildhorn (Eds.), Monograph and Research Series 49, pp. 181-217. UCLA Institute of Industrial Relations, 1989. 'The Politics of Education Reform." (With Harry Handler.) Chapter in: From the Campus: Perspectives on the School Reform Movement, S. Cohen and L. Solmon (Eds.), New York: Praeger, 1989, pp. 188- 201. 'Tuition Tax Credits and Issues of Equity." Chapter in Public Dollars for Private Schools: The Case of Tuition Tax Credits, Temple University Press, T. James and H. Levin (Eds.), 1983. "Resource Indicators for Mathematics and Science Indicator Systems" Indicators for Mathematics, Science and Technology Education. Santa Monica, CA: The RAND Corporation, 1988. "School Completion and Dropout Measures for Mathematics and Science Indicator Systems." Indicators for Mathemabcs, Science, and Technology Education. Santa Monica, CA
The RAND Corporation, 1988. Page 55 of 55"Private School Participation and Public Policy." Chapter in Comparing Public and Private Schools, 1. T. James and H. Levin (Eds.), Falmer Press, 1988. "A Theoretical Model for Examining the Costs of Testing." Chapter in Costs of Evaluation, Marvin C. Alkin (Ed.). Beverly Hills: Sage Publications, 1984. "Fundamental Issues in the Costing of Testing Programs." Chapter in Costs of Evaluation, Marvin C. Alkin (Ed.), Beverly Hills: Sage Publications, 98. CONSULTANC1E5/ADV15ORY APPOINTMENTS: Expert Witness in judicial cases: Liberties Union vs. CA Secretary of State (Prop. 187,1998). Separation of Church and State vs. State of Iowa (1986). Westminster Christian Academy, CA (1990). American Civil Americans for the vs. Kwak vs. Whillock et al. (San Diego, CA), 2001-2001. Board of Advisors, Performing Tree of Los Angeles. 1999-2004. Board of Advisors, Sage Hill School, Newport Beach, CA 1998- Board of Trustees, Wildwood School, Santa Monica, 1988-91. Lead Designer and Advisory Board Head, Riverside (CA) School of the Performing and Media Arts. 1997- Research Advisor, Davis Foundation Program for the Improvement of Teaching in Engineering and the Applied Sciences, Worcester Polytechnic Institute, Worcester, MA. 19%- Member, Advisory Board, The Charter School of Education, California State University at Los Angeles, Alan Mori, Dean, (1997-). Member, Advisory Board: RAND Corporation "Arts and Public Safety Project," Sally Ann Law and David Mac Arthur, Principal Investigators (1997-). Advisor to Project Marte - NASA/JPL collaboration with LA Artist George Yepes and the Lennox CA Schools to create a mural for permanent installation at JPL to commemorate the Pathfinder Project. Evaluation of student science learning. Chair, Research Advisory Board, Annenberg Trust/ Galef Institute National Initiative for the Arts and Learning, $10 million, 1996-2000. Galef Institute, Los Angeles, Senior Advisor. Founding Member, Los Angeles Learning Centers Design Team, New American Schools Development Corporation. Principal Consultant on Education, Los Angeles 2000 Committee, The 2000 Partnership. Consulting writer for California State School Superintendents Wilson Riles and Bill Honig. Consulting writer for U.S. Secretary of Education, Lauro Cavasos (1989). Chair, Final Review Panel, United States Secretary of Education's Field Initiated Studies Program, 1987. Member, U.S. Department of Education Task Force, Educational Data Improvement Project, 1987-88. Page .56 of 56I Appointed Member, Task Force on Instructional Improvement: Panel advising California State School Superintendent Bill Honig on the development of the School Accountability Report Card mandated by Proposition 98, Fall 1988. The RAND Corporation. Consultant under long term contract. Participant in the Design of Education Quality Indicator Prototype Systems. Manuscript reviewer. North Central Regional Educational Laboratory. Consulting economist on Children at Risk in the Midwest. Technical Assistance Development Systems. Design of cost analysis components of research studies (in support of federally funded early education programs). Wildwood School (Santa Monica, CA). Consultant to the Board of Directors on board policy and practice, evaluation of the school head, and school evaluation. Oak Hill School (Eugene, OR). Consultant to the Board on school curriculum and organization (1996). American Educational Research Association. Louisiana State Department of Education
Florida Educational Research Association. Training of evaluators in economic analysis. CIVIC AND VOLUNTEER ACTIVITIES: Member, Board of Trustees, Wildwood School, Santa Monica, CA, 1987-90. Head, Strategic Planning Committee. Member, Board of Trustees, The Keys School, Palo Alto, CA, 1979-81. Music in the Schools: Demonstration and performance in local elementary schools with my daughter (cello and violin). Charter member. The Topanga (CA) Symphony (1982-present)
member. The Topanga Brass (1988-present). HONORS: I 2003 2000 1988 1987 1977-81 1977-78 1971 California Arts Council Award, "Outstanding Arts Educator of the Year. (One of 15 recipients across the State of California.) Named a "Kentucky Colonel" by Governor Paul Patton, State of Kentucky (the highest award for public service Kentucky awards for non-citizens involved in Kentucky public affairs. Named as one of the Los Angeles Times "88 for '88," Civic Achievement Award. One of two recipients in the field of higher education. The Susan and Mark Greenfield Award for Applied Research Learning and Achievement. Awarded annually to the UCLA faculty member whose work is judged to have had the most significant influence on educational policy or practice. Ford Foundation Fellow in School Finance, Stanford University School of Education. U.S. Department of Health, Education, and Welfare fellow, Humphrey Institute of Public Affairs, University of Minnesota. Omicron Delta Epsilon (national economics honor society). Princeton University. PROFESSIONAL SOCIETIES: American Educational Research Association Learning and Human Development Division Arts and Learning Special Interest Group Page 57 of 57i Neuroscience and Learning Special Interest Group American Educational Finance Association ADDITIONAL INFORMATION: Birth date: February 20,1948 Family Married to Rebecca Catterall. Children: Lisa, 1973
Hannah, 1984
and Grady, 1987. Recreational Interests: music (cello, guitar, bass, baritone horn), cooking, cartooning. Tennis, sailing. Page 58 of 58
This project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.