Overview

Date: June 1, 2006 - June 2, 2006

Location: Princeton, NJ

The year 2006 was the centennial anniversary of the Carnegie Foundation for the Advancement of Teaching.  This year also marks the 58th anniversary of the Carnegie Foundation joining with the American Council on Education and The College Board in founding ETS. That occasion spawned an era of extraordinary growth and development in education assessment and assessment-related research throughout the world. 

To commemorate the Carnegie Foundation’s centennial anniversary and its role in founding ETS in 1947, the two organizations convened an invitational conference examining the state of assessment in the United States, and the role of assessment in education reform, access, and improvement. The conference involved leaders, scholars, and practitioners discussing assessment trends, the effects of the present and the future of assessment upon individuals, institutions and society, and the policies and practices that will lead to equity and excellence for the nation’s broad and diverse population. The theme for the conference was Inspiring a New Century of Excellence in Teaching and Assessment.

The participants discussed the various roles of assessment, including the role of assessment in judging individuals, in determining institutional accountability, in policy formation, for improving education and expanding opportunity (especially for the underserved and the disadvantaged), and in judging and addressing the needs of diverse educational systems. Conference sessions encompassed the following topics:

• Uses of Assessment in Influencing the Outcomes of the Nation’s Broad and Diverse Population
• Uses of Assessment for Institutional Accountability and Action
• Reliance on Assessment for Judging the Quality of Educational Systems
• Case Study of Inventive Uses of Testing: National Board for Professional Teaching Standards.
• Leveraging Powerful Teaching: The Importance of Performance Assessment
• The Union of Insufficiencies: Measurement, Assessment and Judgment in Supporting the Future of Educational Quality
  

Speakers

• Joseph Aguerrebere, Jr., National Board for Professional Teaching Standards
• Ellen R. Babby,  American Council on Education
• Juergen Baumert, Max Planck Institute
• Lloyd Bond, The Carnegie Foundation for the Advancement of Teaching
• Henry Braun, ETS
• Governor Gaston Caperton, College Board
• Linda Darling-Hammond, Stanford University
• Alden Dunham, Emeritus, Princeton University
• Mary Futrell, George Washington University
• Patricia Gandara, University of California, Davis
• Edmund Gordon, Teacher’s College
• Neil Grabois, Carnegie Corporation of New York
• Wade Henderson, Leadership Conference on Civil Rights
• Freeman Hrabowski III, University of Maryland Baltimore County
• Jerome Karabel, University of California Berkeley
• Kurt Landgraf, ETS
• Ida Lawrence, ETS
• Michael Nettles, ETS
• Richard Shavelson, Stanford University
• Lee Shulman, The Carnegie Foundation for the Advancement of Teaching
• Deborah Stuart, Oklahoma State Regents for Higher Education
• Honorable David Tatel, United States Court of Appeals
• Linda Tyler, ETS
• Matthias von Davier, ETS
• Suzanne Wilson, Michigan State University

Joseph Aguerrebere, Jr.
President and Chief Executive Officer
National Board for Professional Teaching Standards

Joseph A. Aguerrebere is currently the president and chief executive officer of the National Board for Professional Teaching Standards (NBPTS) in Arlington, Virginia.  NBPTS is an independent, nonprofit, nonpartisan organization that works to advance the quality of teaching and learning by establishing high and rigorous standards for what accomplished teachers should know and be able to do.  It does so by providing a national voluntary system certifying experienced teachers who meet these standards. Prior to joining the NBPTS,  Aguerrebere was the deputy director in the Knowledge, Creativity, and Freedom Program at the Ford Foundation in New York, where he had been a program officer since June 1994.  In addition to his management responsibilities, his grantmaking work focused on education reform and the development of quality teachers and school system leaders.  He supported a long-standing national initiative that worked with key national organizations to strengthen the quality of teachers and leaders in education.  He also supported the advancement of community service in educational settings. 

Aguerrebere was born and raised in East Los Angeles, California.  After graduating from Garfield High School (the school made famous by Jaime Escalante and the movie Stand and Deliver), he attended the University of Southern California, where he earned a bachelor of arts degree in political science and master’s and doctorate degrees in educational administration. His education career began as a high school teacher in Southern California.  He ultimately worked in five very diverse school systems, serving as assistant principal, principal, and central office administrator in elementary, middle, and high school settings.  He later served as a tenured full professor of educational administration at California State University, Dominguez Hills in Los Angeles, where he prepared teachers and school leaders to work successfully in urban settings.  While there, he was the director of the Future Teacher Institute, and was the national director of the Consortium for Minorities in Teaching Careers, a multistate, multiuniversity collaborative funded by the U.S. Department of Education. 

He is recognized as a national expert on school reform and educator development issues, has served on numerous boards, and serves as an advisor and resource to education organizations, journalists, and government.  He makes numerous presentations around the country related to the improvement of education for all students and has published articles focused on the improvement of school practice and diversifying the teaching profession.

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Ellen R. Babby
Vice President, Advancement, Membership, and Planning and Executive Secretary, Washington Higher Education Secretariat
American Council on Education

Babby oversees all activity related to development, membership, marketing, and strategic planning at the American Council on Education (ACE). She works closely with all departments in program development and assists with funding needs. She also works with staff in the areas of membership recruitment and retention, as well as marketing and communications. She is currently working with the ACE president on implementation of ACE’s strategic plan.

Babby has been in higher education administration for more than 22 years. Prior to joining ACE in May 1999, she served as senior director of planning and development at NAFSA: Association of International Educators and as director of corporate and foundation relations at the National Foreign Language Center. From 1982 to 1991, Babby served as executive director of the Association for Canadian Studies in the United States, an organization that promotes the study of Canada at colleges and universities in the United States. She is the author of several articles, as well as the book The Play of Language and Spectacle in Selected Works of Gabrielle Roy. A native of Montreal, she holds a doctorate degree in French from Yale University

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David Baker
Harry and Marion Eberly Professor of Education and Sociology
Pennsylvania State University

David Baker is currently the Harry and Marion Eberly Professor of Education and Sociology at the Pennsylvania State University. He is also a senior research scientist at the Population Research Institute at the university and a research associate at the Center for the Study of Higher Education, and he has served as the associate director of the Social Science Research Institute.  He was the Fulbright Senior Fellow at the Max Planck Institute for Human Development, Berlin Germany in 2003-2004; and he is currently one of ten American New Century Scholars within the Fulbright Program.

The major theme of  Baker’s scholarship is the examination of the institutional influence that all types of formal education have on modern society.  He led a multiyear analyses project of the TIMSS database funded by the Fund for the Improvement of Education, U.S. Department of Education, and National Science Foundation. This work culminated in the book, National Differences, Global Similarities: World Culture and the Future of Schooling, published by Stanford University Press in 2005. As its title suggests, the book identifies and examines the implications of worldwide trends in education to provide a picture of what education will look like throughout the new century.

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Juergen Baumert
Director
Max Planck Institute for Human Development

Juergen Baumert is the director of the Max Planck Institute for Human Development and a professor of education at the Humboldt University and the Free University of Berlin. He was previously the director of the Leibniz Institute for Science Education at the University of Kiel. He received his Ph.D. in classics from the University of Tübingen and his habilitation in educational sciences from the Free University of Berlin. He has been awarded honorary doctorates by the University of Fribourg, Switzerland, and the University of Halle-Wittenberg, Germany, and he is a member of the German Academy of Sciences Leopoldina.  Baumert is a coeditor of Zeitschrift für Erziehungswissenschaft and Unterrichtswissenschaft. He has received a number of honors and awards, including the Latsis Prize from the European Science Foundation, the Franz Emanuel Weinert Prize for the Psychology of Education, the Arthur Burkhardt Prize, and the EARLI Oeuvre Award. His major fields of research and publication are large-scale assessment (TIMSS and PISA), learning and instruction in mathematics, teacher expertise, longitudinal studies on development in childhood and adolescence, and institutions as differential learning environments.

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Lloyd Bond
Senior Scholar
The Carnegie Foundation for the Advancement of Teaching

Lloyd Bond is a senior scholar at The Carnegie Foundation for the Advancement of Teaching working in the area of assessment across several of the foundation’s programs. Prior to coming to Carnegie, Bond held professorships in the Department of Educational Research Methodology at the University of North Carolina, Greensboro and in the Psychology Department at the University of Pittsburgh.   A measurement and assessment specialist known for his research on test bias, cognitive processes underlying test performance, the assessment of teaching performance, and, most recently, assessment in higher education,  Bond has been an associate editor and member of the editorial boards of the leading journals in educational and psychological measurement, and he consults with school districts, state departments of education, testing organizations, research and development centers, and other organizations. A fellow of the American Psychological Association, he served on both the 1985 and 1999 national education research committees to revise the standards for educational and psychological testing, and from 1997 to 2002 he was senior advisor to the National Board for Professional Teaching Standards. He holds a Ph.D. in psychology from John Hopkins University.

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Henry Braun
Distinguished Presidential Appointee
ETS

Henry Braun earned a B.Sc. (Hon.) in mathematics from McGill University and a Ph.D. in mathematical statistics from Stanford University. After serving as an assistant professor of statistics at Princeton University, he joined ETS in 1979. He was vice-president for research management from 1990 to 1999, and he now holds the title of distinguished presidential appointee in the Research & Development division at ETS.

Braun has published broadly in probability, statistics, and educational measurement, and he has consulted for a variety of private, public, and governmental organizations. He was elected a fellow of the American Statistical Association in 1991. He is a corecipient of the 1986 Palmer O. Johnson Award of the American Educational Research Association and a corecipient of the National Council for Measurement in Education’s 1999 Award for Outstanding Technical Contribution to the Field of Educational Measurement. The latter award honors the design, development, and implementation of an innovative computer-based assessment system for architectural licensing that requires candidates to present graphical solutions to a wide variety of problems that arise in practice.

Braun’s current interests include the interplay of technology and assessment and school and teacher accountability, especially the role of testing in education policy. He has been invited to give numerous presentations at conferences both in the United States and abroad. He has also served on a number of international advisory boards.

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Governor Gaston Caperton
President
College Board

Gaston Caperton, a former two-term governor of West Virginia, is the eighth president of the College Board, a not-for-profit membership association founded in 1900 that consists of 5,000 of the nation’s leading schools, colleges, and universities. Among its best known programs are the Advanced Placement Program® (AP®) and the SAT®.

Since his appointment in 1999, Caperton has transformed the College Board into an organization that takes bold steps to connect greater numbers of students to college success while raising educational standards. He has more than doubled the size of the College Board’s staff, modernized its management structure, and established collegeboard.com, the nation’s predominant comprehensive Web site serving nearly 4 million students a year as they plan their paths to college. Under Caperton’s leadership, the College Board dramatically changed the SAT, the nation’s premier college admissions test. Most significantly, it added a new writing section that has begun to elevate the importance of writing on the nation’s education agenda.

Caperton also believes that the high standards found within the College Board’s Advanced Placement Program courses transform schools and change lives. During his first six years as president, the number of low-income students taking AP courses has tripled. The rigor of the AP Exams has held steady, yet student performance has improved. Caperton also wants to make the AP Program a catalyst for a greater appreciation of globalization’s influence on education in the United States. His campaign to initiate a new series of AP world language and culture courses has resulted in the development of AP Chinese, Italian, Japanese, and Russian.  In September 2004, Caperton initiated the creation of the first College Board Schools, aimed at preparing underserved middle and high school students to enter college and graduate. With the support of the Gates Foundation and the Dell Foundation, the first two schools debuted in New York City, and others are now developing.

As governor of West Virginia from 1988 to 1996, Caperton created a comprehensive plan that emphasized the use of computers and technology in the public schools. Caperton began his career as a businessman in his home state. He also transformed the debt-ridden state economy to one with a $100 million surplus.After graduating from the University of North Carolina, he went to work for a small insurance agency in Charleston, West Virginia. Under his leadership, the company grew into the tenth-largest privately owned insurance brokerage firm in the nation. Gaston Caperton has received many awards, including eight honorary doctoral degrees.

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Linda Darling-Hammond
Charles E. Ducommun Professor of Education
Stanford University

Linda Darling-Hammond is the Charles E. Ducommun Professor of Education at Stanford University, where she has launched the Stanford Educational Leadership Institute and the School Redesign Network.  She has also served as faculty sponsor for the Stanford Teacher Education Program.  Prior to Stanford, she was the William F. Russell Professor in the Foundations of Education at Teachers College, Columbia University.  There, she was the founding executive director of the National Commission for Teaching and America's Future, the blue-ribbon panel whose 1996 report What Matters Most: Teaching for America's Future catalyzed major policy changes across the United States to improve the quality of teacher education and teaching.  Her research, teaching, and policy work focus on issues of teaching quality, school reform, and educational equity.  Among her more than 200 publications is The Right to Learn, recipient of the American Educational Research Association’s Outstanding Book Award for 1998, and Teaching as the Learning Profession (coedited with Gary Sykes), recipient of the National Staff Development Council’s Outstanding Book Award for 2000.

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Alden Dunham
Former Director of Admissions (Retired)
Princeton University

Alden Dunham is a resident of Chapel Hill, NC, but for 30 years was a resident of Princeton, NJ.  He is a graduate of Princeton University’s class of 1953.  His career has been in education since graduating from Princeton.  He taught at Andover, received his master of arts in teaching at Harvard and an Ed.D. at Columbia.  Dunham was the director of admission at Princeton University from 1962 to 1966, and he spent 25 years in the field of education grantmaking at the Carnegie Corporation of New York.  He was corporate secretary for the Carnegie Foundation for the Advancement of Teaching.

Dunham won the prize for best book on higher education in 1971 and received an honorary doctorate from the California University and College System in 1976. He considers his greatest privilege to be having worked closely with the two most influential university presidents in American history: James Conant of Harvard University and Clark Kerr of the University of California system.

Dunham is married to Laura, has five children and six grandchildren, and revels in writing cranky letters to whomever is in charge.

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Mary Futrell
Dean of the Graduate School of Education and Human Development
George Washington University

Mary Hatwood Futrell is the dean of The George Washington University Graduate School of Education and Human Development (GSEHD). A professor of education and codirector of GW's Center for Curriculum, Standards, and Technology, Futrell specializes in education reform policy, professional development, and diversity issues. She is the chair of the Holmes Partnership Board and is a member of the Boards of the National Society for the Study of Education, the Kettering Foundation, Horace Mann Insurance Company, and Lynchburg College.

Prior to becoming dean of GSEHD in 1995, Futrell was president of the National Education Association (NEA) for an unprecedented six-year term and, before that, served as the president of the Virginia Education Association (VEA). In 2004, she completed her term as the president of Education International (EI), a global federation of 30 million educators from 152 countries that works with governmental and nongovernmental organizations in advocating education for all. She also is the former president of the World Confederation of Organizations of the Teaching Profession and served as a senior consultant for Quality Education for Minorities Network.

First and foremost a teacher, she is an advocate for human and civil rights and improved education worldwide. Futrell has received more than20 honorary degrees from universities and colleges and has won numerous awards. Some of her honors include the American Association of Colleges for Teacher Education David G. Imig Award for Distinguished Achievement in Teacher Education (2002), the NEA Foundation Award for Outstanding Service to Public Education (2003), and UNESCO’s Jan Amos Comenius Medal (2004). 

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Patricia Gandara
Professor
University of California, Davis

Patricia Gándara is a professor in the School of Education at the University of California at Davis, where she specializes in education policy. Having received her Ph.D. in educational psychology at UCLA, she joined the RAND Corporation as a social scientist. After several years at RAND, Gándara took a position in the California legislature, directing the education research agenda for the state assembly. There she worked on studies looking at emerging issues in education for the 21st century, including the education of English learners, the capacity of public schools to accommodate the baby boom echo, immigrant assimilation, and high school competency testing.

Gándara has also served as the commissioner for postsecondary education in California (1981-1986). Since 1990, she has been on the faculty at UC Davis, where she also holds the positions of the associate director of the UC Linguistic Minority Research Institute, director of
the SLMRI Policy Center, chair of the research working group for UC ACCORD, and associate to the vice president for outreach of the University of California. She is also active in the American Educational Research Association, where she chairs the committee on scholars of color. Gándara has also worked in the public schools as a bilingual psychologist, giving her first-hand familiarity with the issues and conditions in California schools. Gándara (with Orfield and Horn) has a volume forthcoming from SUNY Press, Expanding Opportunity in Higher Education, Leveraging Promise, which examines the challenges and proposes policy interventions to help diversify American higher education institutions.

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Edmund Gordon
Director 
Institute of Urban and Minority Education at Teachers College, Columbia University

Edmund W. Gordon is the John M. Musser Professor of Psychology, Emeritus, at Yale University; the Richard March Hoe Professor, Emeritus, of Psychology and Education; and the director of the Institute of Urban and Minority Education (IUME) at Teachers College, Columbia University. From July 2000 until August 2001, he was the vice president of Academic Affairs and interim dean at Teachers College, Columbia University.

Gordon’s distinguished career spans professional practice, scholarly life as a minister, clinical and counseling psychologist, research scientist, author, editor, and professor. He held appointments at several of the nation’s leading universities including Howard, Yeshiva, Columbia, City University of New York, and Yale, as well as an appointment at ETS. He has served as a visiting professor at City College of New York and Harvard. Currently, he is the senior scholar and advisor to the president of the College Board, where he developed and cochaired the Taskforce on Minority High Achievement.
He completed his bachelor of science degree in zoology at Howard University. He also earned the bachelor of divinity degree in social ethics from Howard’s Graduate School of Divinity. He obtained a master of arts degree in social psychology from the American University and a doctor of education degree in child development and guidance from Teachers College, Columbia University.

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Neil Grabois
Vice President and Director for Strategic Planning and Program Coordination
Carnegie Corporation of New York

As vice president and director for strategic planning and program coordination at Carnegie Corporation of New York, Neil Robert Grabois is responsible for the direction, conduct, and evaluation of all programs of the grantmaking foundation, which will award $80 million this year to colleges and universities and independent nonprofit organizations for educational and other purposes.

Trained as a mathematician, Grabois has held top management positions in the academic community. He served as the president of Colgate University for 11 years. Prior to that, he dedicated 25 years to Williams College, serving in such positions as provost of the college, dean of faculty, and dean of the college. As a professor of mathematics, he taught at Colgate University, Williams College, Massachusetts Institute of Technology, University of Pennsylvania, University of Oregon, State University of New York at Albany, and Wesleyan University in Hartford, Connecticut.

Grabois received his B.A. in mathematics from Swarthmore College and an M.A. and Ph.D. in mathematics from the University of Pennsylvania. He also holds a certificate from the Institute for Educational Management at Harvard University. He was awarded an honorary doctor of laws from Williams College and an honorary doctor of humane letters from Colgate University.  Active in educational organizations, he has chaired and served on accreditation teams for the Middle States and New England Associations of Colleges and Schools. He has served on numerous educational boards and committees, including Harvard University's assessment seminar and Pew Foundations' science advisory committee

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Wade Henderson
Executive Director
Leadership Conference on Civil Rights

Wade Henderson, Esq. is the executive director of the Leadership Conference on Civil Rights and counselor to the Leadership Conference on Civil Rights (LCCR) Education Fund. The nation's premier civil and human rights coalition, LCCR encompasses more than 193 national organizations, including those representing persons of color, women, children, organized labor, persons with disabilities, older Americans, gays and lesbians, civil liberties and human rights interests, and major religious institutions. Under Henderson’s leadership, LCCR currently works on election reform, federal judicial appointments, public education reform, prevention of hate crimes, criminal justice reform, and immigration and refugee policy.

Henderson is the Joseph L. Rauh, Jr. Professor of Public Interest Law, David A. Clarke School of Law, University of the District of Columbia. He graduated from Howard University and the Rutgers University School of Law (Newark) and was previously Washington bureau director of the NAACP and associate director of the Washington national office of the American Civil Liberties Union. His many awards include the Congressional Black Caucus Chair's Award; the District of Columbia Bar's William J. Brennan Award; and the Everett C. Parker Award from the Office of Communication, Inc. of the United Church of Christ.

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Freeman Hrabowski III
President
University of Maryland Baltimore County

Freeman A. Hrabowski, III, has served as the president of the University of Maryland, Baltimore County (UMBC) since May 1992.  His research and publications focus on science and math education, with special emphasis on minority participation and performance.  He serves as a consultant to the National Science Foundation, the National Institutes of Health, and universities and school systems nationally.  He also sits on several corporate and civic boards.  Examples include the Carnegie Foundation for the Advancement of Teaching, Constellation Energy Group, the France-Merrick Foundation, Marguerite Casey Foundation, McCormick & Company, Inc., Mercantile Safe Deposit & Trust Company, and the Urban Institute. 

Examples of Hrabowski’s recent awards and honors include being elected to the American Academy of Arts & Sciences and the American Philosophical Society; receiving the prestigious McGraw Prize in Education and the U.S. Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring;, being named as Marylander of the Year by the editors of the Baltimore Sun; and being listed among Fast Company magazine’s first Fast 50 Champions of Innovation in business and technology.  He also holds a number of honorary degrees, including, most recently, from Duke University, the University of Illinois, the University of Alabama-Birmingham, Gallaudet University, the Medical University of South Carolina, and Binghamton University.  He has coauthored two books, Beating the Odds and Overcoming the Odds (Oxford University Press), focusing on parenting and high-achieving African American males and females in science.  Both books are used by universities, school systems, and community groups around the country. 

A child leader in the Civil Rights Movement, Hrabowski was prominently featured in Spike Lee’s 1997 documentary, Four Little Girls, on the racially motivated bombing in 1963 of Birmingham’s Sixteenth Street Baptist Church. Born in 1950 in Birmingham, Alabama, Hrabowski graduated at 19 from Hampton Institute with highest honors in mathematics.  At the University of Illinois at Urbana-Champaign, he received his M.A. (mathematics) and four years later his Ph.D. (higher education administration/statistics) at age 24.

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Jerome Karabel
Professor
University of California Berkeley

Jerome Karabel is a professor of sociology at the University of California, Berkeley and codirector of the Berkeley Project on Equal Opportunity.  He is the author of  The Chosen: The Hidden History of Admission and Exclusion at Harvard, Yale, and Princeton and coauthor of The Diverted Dream: Community Colleges and the Promise of Educational Opportunity in America, 1900-1985, which won the Outstanding Book of the Year Award of the American Educational Research Association.

Since the 1970s, Karabel has had a special interest in the social consequences of policies of university admissions.  In 1989, he chaired the Admissions and Enrollment Committee of the Academic Senate of the University of California at Berkeley and wrote the report, Freshman Admissions at Berkeley: A Policy for the 1990s and Beyond.  His research on college and university admissions has appeared in such journals as The American Sociological Review, Social Forces, Educational Record, Harvard Educational Review, and Theory and Society.

Karabel is the recipient of grants from the National Science Foundation, the Ford Foundation, and the National Institute of Education, and in 1993-1994 he was a member of the School of Social Science at the Institute for Advanced Study in Princeton. He writes frequently for nonacademic audiences in such publications as The New York Review of Books, The New York Times Book Review, The American Prospect, The Nation, The New York Times, The Christian Science Monitor, and The Los Angeles Times.

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Kurt Landgraf
President and Chief Executive Officer
ETS

Kurt M. Landgraf joined ETS as the president and chief executive officer on August 7, 2000. Formerly, he was the chairman and chief executive officer of the DuPont Pharmaceuticals Company, having previously served in several capacities with DuPont since 1980, including executive vice president/chief operating officer, chief financial officer, and chairman of DuPont Europe.  He was with The Upjohn Company from 1974 to 1980.  Landgraf was an associate director of marketing for ETS from 1970 to 1974.  Prior to that, he was a sales representative and brand manager for Johnson & Johnson, Inc., and a mergers and acquisitions intern for Kidder Peabody, Inc.  Landgraf has also been an instructor in economics, sociology, and labor relations in various colleges throughout the United States.  He is a member of the board of directors of IKON Office Solutions, Inc., aaiPharma, and NDC Health.  He serves on the board of trustees of Wagner College and is a member of the Rock Institute of Ethics, Pennsylvania State University.

Landgraf received his bachelor's degree in economics and business administration from Wagner College.  He also earned three master's degrees, one in economics from Pennsylvania State University, another in administration from Rutgers University, and the third in sociology from Western Michigan University. He is a graduate of the Harvard Business School Advanced Management Program.

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Ida Lawrence
Senior Vice President, Research & Development
ETS

Ida Lawrence became the senior vice president of ETS Research & Development in May 2004. In this role, she oversees the ETS units responsible for research and assessment development, as well as the National Assessment of Educational Progress (NAEP). Her responsibilities include coordinating ETS’s research investments, enhancing the scientific foundations for ETS products and services, and matching research findings with practical applications for the education community.

Lawrence began her ETS career as an associate measurement specialist in 1985 and rose to principal measurement specialist in charge of all the measurement work done on the PSAT/NMSQT and the SAT. She was named executive director of the SAT and PSAT/NMSQT programs in 1998 and became the director of R&D program research in 2002. In 2002, she received ETS’s Solomon Award for exemplary management.

She has published in measurement journals on test equating and scaling, test design, and validity research and has presented at numerous professional conferences. She earned a bachelor’s degree in psychology from Barnard College and master’s and doctoral degrees in educational psychology from New York University.

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Michael Nettles
Senior Vice President, Policy Evaluation and Research Center
ETS

Michael T. Nettles is the senior vice president for Policy Evaluation and Research and holds the Edmund W. Gordon Chair for Policy Evaluation and Research at ETS in Princeton, NJ. He has a national reputation as a policy researcher on educational assessment, student performance and achievement, educational equity, and higher education finance. Nettles’ research covers such issues as educational access, opportunity, attainment, the consequences of education for various population groups in the United States, state and national assessment, educational funding policies, and educational testing of students at all levels of education. His publications reflect his broad interest in public policy, student and faculty access, opportunity, achievement, and educational assessment at both the K-12 and post-secondary levels. Nettles is the coauthor of Three Magic Letters: Getting to Ph.D. (Johns Hopkins University Press.).

Nettles is a visiting lecturer in Public Affairs at the Woodrow Wilson School.at Princeton University.  He was a professor of education at the University of Michigan from 1992 until 2003. From 1996 to 1999, he served as the first executive director of the Fredrick D. Patterson Research Institute of the United Negro College Fund. He served as a vice president for Assessment for the University of Tennessee System, Knoxville, Tennessee, and as an assistant director for Academic Affairs at the Tennessee Higher Education Commission in Nashville.

He received the 2005 Iowa State University Alumni Association Distinguished Achievement Citation.  Nettles currently chairs the National Postsecondary Education Cooperative (NPEC) working group on Postsecondary Linkage Efforts to Improve College Readiness.  He is a member of the Board on Testing and Assessment (BOTA) at the National Research Council.

A native of Nashville, Nettles received his B.A. in political science at the University of Tennessee and master's degrees in political science and in higher education and a Ph.D. in higher education from Iowa State University.

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Richard Shavelson
Professor
Stanford University

Richard J. Shavelson is a professor of education and psychology (by courtesy) at Stanford University. Before joining Stanford, he was the dean of the Graduate School of Education and a professor of statistics (by courtesy) at the University of California, Santa Barbara (UCSB) from 1987 to 1993. Before joining the UCSB faculty, he was the director of the RAND Corporation at UCLA (1973-1988). He has also served as president of the American Educational Research Association.

His current research is in the areas of social measurement and evaluation methods, psychometrics, and related policy and practice issues. His most recent measurement research involves working closely with teachers and scientists in the development of performance assessments in science education and their evaluation along psychometric, cost, classroom use and social impact liens. His most recent evaluation work has focused on the quality and outcomes of staff development to enhance elementary and middle school teachers' understanding, use, and selection of science performance assessments. His recent psychometric work includes a Sage monograph with Professor Noreen Webb, Generalizability Theory: A Primer, and research on the dependability and context representativeness of performance assessments used in education and work. His policy research includes two recent monographs on alternative designs for educational indicator systems for monitoring the health of the nation's mathematics and science education.

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Lee Shulman
President
The Carnegie Foundation for the Advancement of Teaching

Lee S. Shulman is the eighth president of The Carnegie Foundation for the Advancement of Teaching.  The Foundation is a policy center created by Andrew Carnegie in 1905, with the mission “to do and perform all things necessary to encourage, uphold and dignify the profession of the teacher.”  Shulman is the first Charles E. Ducommun Professor of Education Emeritus and Professor of Psychology Emeritus (by courtesy) at Stanford University, and from 1963 to 1982, he served as a professor of educational psychology and medical education at Michigan State University.  It was there he founded and codirected the Institute for Research on Teaching (IRT).

Shulman is a past president of the American Educational Research Association (AERA) and received its career award for Distinguished Contributions to Educational Research.  He is a member of the National Academy of Education, having acted as both vice president and president.  He is the recipient of the American Psychological Association’s 1995 E.L. Thorndike Award for Distinguished Psychological Contributions to Education. He is also a fellow of both the American Academy of Arts & Sciences and the American Association for the Advancement of Science, a Guggenheim fellow, and a fellow of the Center for Advanced Study in the Behavioral Sciences, and he has been awarded the 2006 Grawemeyer Prize in Education.

In 2004, Shulman’s collected writings on teacher education and higher education were published by Jossey-Bass, Inc., in two volumes, The Wisdom of Practice and Teaching as Community Property.  His research has dealt with the quality of teaching and teacher education; knowledge growth among those learning to teach; the assessment of teaching; medical education; the psychology of instruction in science, mathematics, and medicine; the logic of educational research; and the quality of teaching in higher education.  His most recent studies emphasize the central role of a “scholarship of teaching” in supporting needed changes in the cultures of higher education and the function and features of signature pedagogies in professional education. 

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Deborah Stuart
Vice Chancellor for Administration
Oklahoma State Regents for Higher Education

Debra L. Stuart, the vice chancellor for administration with the Oklahoma State Regents for Higher Education, oversees agency administration, coordinates special projects and task forces; and serves as liaison to advisory councils.  She has more than 30 years of higher education experience in institutional research, enrollment management, academic affairs, student affairs and administration.  She has served on U.S. Department of Education National Center for Education Statistics (NCES) committees studying state profiles and the teacher report card, as well as National Postsecondary Education Cooperative (NPEC) committees on communications and student persistence.   Stuart coordinates statewide projects involving accountability, assessment, cooperative alliances with career technology institutions, and alignment with K-12 education.  She was the state coordinator for the National Forum on College-Level Learning pilot project published by the National Center for Public Policy and Higher Education.  Prior to joining the State Regents, Stuart held positions at the University of Maryland, Southern Methodist University, Iowa State University and Grinnell College.  She holds a B.A. in geology from Ohio Wesleyan University, an M.A. in student personnel work from Ohio State University, and a Ph.D. in higher education administration from Iowa State University.

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Honorable David Tatel
United States Court of Appeals

Judge David Tatel was appointed to the United States Court of Appeals for the District of Columbia Circuit by President Clinton in October 1994.  He graduated from the University of Michigan in 1963 and the University of Chicago Law School in 1966.  Following law school, he taught for a year at the University of Michigan Law School and then went into private practice in Chicago.  From 1969 to 1970, he served as the director of the Chicago Lawyers’ Committee for Civil Rights Under Law and as the director of the National Lawyers’ Committee for Civil Rights Under Law in Washington, D.C. from 1972 to 1974.  During the Carter Administration, he served as the director of the Office for Civil Rights, U.S. Department of Health, Education and Welfare.  He returned to private practice in 1979, specializing in education law until his appointment to the D.C. Circuit.  Tatel is the chair of the Board of the Carnegie Foundation for the Advancement of Teaching and formerly served as Chair of the Board of the Spencer Foundation.  He also was a lecturer at the Stanford University Law School from 1991 to 1992. Tatel and his wife, Edith, have four children and three grandchildren.

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Linda Tyler
Group Executive Director for New Product Development
ETS

Linda Tyler, the group executive director for new product development in the Higher Education division at ETS, has a broad range of experience in her 16 years at ETS.  She served as a test development specialist for five years, led several process- and software-improvement efforts in the test development area, and served as a leader in implementing the evidence-centered design methodology. She was a member of the Praxis management team, which oversaw the teacher licensure program at ETS. She now leads the area at ETS that focuses on new products and services for new products and services for higher education as well as English language learning products and services for worldwide use. She has a B.A. and M.A. degree in music from the University of California, Riverside, and an M.F.A. and Ph.D. in musicology from Princeton University. She taught music history courses at the college level for several years.

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Matthias von Davier
Senior Research Scientist
ETS

Matthias von Davier is a senior research scientist in the Center for Psychometric Infrastructure at ETS.  He earned his Ph.D. in psychology from University of Kiel, Germany, in 1996, specializing in psychometrics. He joined the ETS staff at the end of 2000.

His current research focuses on developing psychometric models for analyzing data from complex samples and on integrating diagnostic procedures into these methods. An important goal of his research is increasing the efficiency of methods used for reporting in large scale assessment programs. von Davier has been working on latent class and IRT models, item- person- and model- fit, on teaching IRT and statistics, and on implementing these developments in user friendly software for students and researchers over the past 10 years. Prior to joining ETS, he headed a research group on computer assisted science learning, was a codirector of the computer as a tool for learning section at the Institute for Science education (IPN) in Kiel, Germany, and was associate member of the methodology department of IPN. He taught psychometrics and educational psychology courses at the University of Kiel for the Institute of Psychology as well as for the institute of education. He has presented at various invited workshops  has taught minicourses on psychometrics and recent developments in IRT models. In 1997, he received a postdoctoral fellowship award from ETS and an additional research award from the German Science Foundation. From 1993 to 1997, von Davier held a position as an assistant research scientist at IPN in a German Science Foundation-funded project on the development and validation of psychometric mixture distribution models and taught courses on foundations of neural networks and on psychometrics at the University of Kiel.

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Agenda

Download entire conference agenda  (PDF).

When available, presentations in PDF format are linked to a speaker's name.

Contact

For more information, contact Amy Lallier, Conference Coordinator, at 1-609-734-5058 or alallier@ets.org.