Explore our programs — offering exceptional academic preparation, opportunities for growth, and the tools to make an impact.
Find everything you need to apply for and finance your graduate education.
Stories, strategies, and actionable knowledge — putting HGSE's powerful ideas into practice.
With deep expertise that connects research, practice, and policy, HGSE faculty are leaders in the field.
Get to know our community — and all the ways to learn, collaborate, connect, develop your career, and build your network.
Faculty-led programs to deepen your impact and build your effectiveness as an educator and leader.
Access the premiere education subject library for Harvard University.
Access the Office of Student Affairs, the Office of the Registrar, Career Services, and other key resources.
Explore opportunities to grow, build connections, and create change.
Ed.D., Harvard University, (2002)
Visit my.Harvard
James Kim is an expert on literacy intervention and experimental design. His professional mission is to conduct a systematic program of policy relevant research in literacy that focuses on improving outcomes for low-income students and struggling readers. He leads the READS Lab (Research Enhances Adaptations Designed for Scale in Literacy), a research-based collaborative initiative to identify and scale adaptive solutions for improving children’s literacy learning opportunities and outcomes. As part of the Reach Every Reader (RER) Initiative, the READS Lab is partnering with practitioners in the Charlotte-Mecklenburg Schools (CMS) and researchers at the MIT Integrated Learning Initiative (MITili) and Florida State University to improve Kindergarten to Grade 3 reading outcomes. His current research priority is to understand how building children’s domain knowledge and reading engagement can foster long-term improvements in reading comprehension. He serves on the editorial boards of Reading Research Quarterly, the Journal of Educational Psychology, and the Journal of Research on Educational Effectiveness. Prior to graduate school, he was a middle school U.S. history teacher.
Dr. Kim will be directing the evaluation of the core knowledge program and helping postdocs and research assistants run the impact analyses. Specifically, he will work with the PI and core project staff to develop an analysis plan, direct the evaluation of the efficacy of the Core Knowledge Language Arts Listening and Learning Read Aloud Program, articulate the fully specified multi-level models used to estimate treatment impacts on child-level vocabulary, listening comprehension and domain knowledge outcomes, and guide the secondary analyses that examine whether the quality of read alouds mediate treatment effects on child outcomes and the baseline, child-level moderators of treatment effects. A research assistant will be supervised by Dr. Kim and will be responsible for organizing a student-level data set that will be used for the impact analyses, cleaning the data set at each wave of data collection, monitoring and reporting attrition across waves, and conducting descriptive analyses to check for baseline equivalence, attrition across waves, and posttest differences on the child-level outcomes. Dr. Kim will train the RA to follow the principles outlined in Scott Longs The Workflow of Data Analysis Using Stata to ensure that data files are organized to produce replicable results.