Douglas N.(Ph.D., Economics, Michigan StateUniversity) is Assistant Professor of Educational Policy Studies at the University of Wisconsin at Madison.  He is principal investigator of the $1 million IES grant that has funded much of the research posted on TQR and co-principal investigator for the NBPTS project. Dr. Harris has conducted other research on teacher quality, including a study of how teacher turnover compares with other professions and others on the cost-effectiveness of raising teacher salaries compared with alternative policy options. He is also currently leading a multi-disciplinary group of scholars to organize a national conference on value-added modeling in early 2008 that will address the strengths, weaknesses and future directions of this important statistical tool. In addition to his academic research, he has been a school board member and is an advisor to policymakers and education organizations such as Educational Testing Service, National Academy of Sciences, National Council of State Legislatures, National School Boards Association, U.S. Department of Education, and state education agencies.



Tim S (Ph.D., Economics, University of Washington) is a Professor of Economics at Florida State University. He has over 20 years of experience empirically analyzing public policy issues in areas including land-use regulation, professional licensure, safety regulation, voting rights and antitrust law. He has published 25 peer-reviewed articles in scholarly journals and numerous contributions to books and monographs. For the last five years his research has focused on the economics of education. During that time he has been the principal investigator on a study of charter schools funded by the Spencer Foundation and co-PI on a USDOE-IES funded project to study the determinants of regular education teacher effectiveness as well as co-PI on a grant project to evaluate the certification system of the National Board for Professional Teaching Standards. His work has made heavy use of value-added modeling (VAM) techniques, including papers using VAM to estimate classroom peer effects, the impact of teacher preparation on teacher effectiveness and the ability of principals to accurately evaluate the quality of their teachers. He has acted as a consultant to the RAND Corporation, Berkeley Policy Associates and the National Academies on various education policy issues.

Stacey R (Ph.D., Education, University of Chicago) is an assistant professor in the Educational Leadership and Educational Policy and Evaluation programs in the Department of Educational Leadership and Policy Studies at Florida State University. Her other research has focused on the effects of accountability policies on school reform, school organization, and the work of principals and teachers. She has co-edited Systemwide Efforts to Improve Student Achievement and is an author on The Educational Mayor. She has also been a social studies teacher and is currently secretary of the Politics of Education Association.


William I (Ph.D., Educational Leadership and Policy, Florida State University) is Assistant Professor of Educational Administration and Leadership Studies at Bowling Green State University in Ohio. His research interests include teacher quality, teacher hiring, teacher attrition, and innovation diffusion theory. Prior to beginning his doctoral studies, Dr. Ingle was employed by the Jackson County (Mississippi) School District where he served as a social studies teacher, department chairman, program coordinator, and member of the school’s leadership team. Dr. Ingle currently serves as co-editor of the Politics of Education Association Bulletin.


Cynthia T is a Doctoral Candidate in the Department of Education Leadership and Policy Studies at Florida State University. Her research interests include teacher knowledge development, teacher preparation programs and policies, teacher hiring, and school leadership. Prior to pursuing doctoral studies, Ms Thompson served as the principal of the former Belize Teachers’ College and the Dean of the Faculty of Education at the University of Belize.

Robert F is a professor of teacher education, measurement and quantitative methods, educational psychology, and educational policy. He is associate dean for the Institute for Research on Teaching and Learning, and co-director of MSU Teachers for a New Era. He has studied teacher education and other influences on teaching and learning, including work on the cultures of teaching, on teacher development, on the character and effects of teacher education, and on how policy is linked to classroom practice. His current research examines teacher preparation and teachers’ mathematical knowledge for teaching.

David M(Ph.D., University of Chicago) is professor of educational administration and dean of the College of Education at The Pennsylvania State University. He earned his A.B. in 1972 at Dartmouth College, his Ph.D. in 1979 at the University of Chicago, and was a member of the Cornell University faculty for 20 years prior to becoming dean at Penn State in 1999. He has also been a third grade teacher and has taught in a visiting capacity at the University of Rochester and the University of Burgundy in Dijon, France. Monk is the author of Educational Finance: An Economic Approach (1990); Raising Money for Education: A Guide to the Property Tax (1997) (with Brian O. Brent); and Cost Adjustments in Education (2001) (with William J. Fowler, Jr.) in addition to numerous articles in scholarly journals. He is a co-editor for Education Finance and Policy –The Journal of the American Education Finance Association. He also serves on the editorial boards of The Journal of Education Finance, Educational Policy, and the Journal of Research in Rural Education. He consults widely on matters related to educational productivity and the organizational structuring of schools and school districts and is a Past President of the American Education Finance Association.

Andrew S(Ph.D., Curriculum, Teaching and Educational Policy, Michigan State University) is a senior program officer with the National Research Council’s Board on Science Education, where he currently directs a consensus study of learning science in informal environments. He is an education researcher and policy analyst whose interests include teacher learning, science education in formal and informal settings, and communication of educational research to policy and practice audiences. He previously served as codirector (with Heidi Schweingruber) of the study which resulted in the consensus report Taking Science to School: Learning and Teaching Science in Grades K-8. Shouse recently co-authored (with Sarah Michaels and Heidi Schweingruber)  the book Ready, Set, Science: Putting Research to Work in K-8 Science Classrooms (National Academies Press, in press) which interprets research on learning for science education practitioners. Prior to joining the NRC, he worked as an education research and evaluation consultant, a science center administrator, and an elementary and middle grades teacher.