Scaling Up Success: Participants


		Presenters
		Attendees

Participants

Attendee Biographies

	Susan Arisman has been involved in educational reform since serving as a master teacher for the National Teacher Corps in Washington, D.C. As executive director of the Pennsylvania Academy for the Profession of Teaching, her greatest accomplishments were the support of the Urban Teaching Seminar, which brought students from rural higher education into urban centers, and the development of two- and four-year outcomes for early childhood education. Arisman continues to support educational reform through the establishment of a network of professional development schools, the development of closer ties between different state factions involved in education, and the development of statewide outcomes in technology. At the present time, Arisman is the dean of the College of Education at Frostburg State University, Maryland. She has also served as dean at Cheyney University of Pennsylvania, teacher education consultant with the Maryland State Department of Maryland, and director of the Charles County Teacher Education Center of the University of Maryland, College Park. She received her doctorate at the University of Chicago, a master of arts in English from the University of Minnesota, and a bachelor's of science from Marquette University.

	Katerine Bielaczyc is an Assistant Professor of Technology in Education and Teacher Education at the Harvard Graduate School of Education. She received an outstanding student researcher award from the American Educational Research Association for her dissertation work on individual and collaborative explanation strategies and metacognition in learning computer programming. Bielaczyc has also worked at Bolt, Beranek, and Newman, where she was the Director of Research on a large-scale school reform effort through the NSF Vanguard for Learning project. As part of her post-doctoral research, Bielaczyc and her colleagues, Allan Collins and Marlene Scardamalia, investigated the development of both classroom and online learning communities. Bielaczyc has worked with colleagues at the Harvard Institute for International Development and the Secretary of Education in Bogota, Colombia, on the evaluation of a technology integration project in the Bogota School District. Before coming to Harvard, she was part of the Learning Communities Research Group at Boston College, where she worked on projects involving classroom learning communities, online professional development and integrating technology into the BC Teacher Education program. Bielaczyc received her Ph.D. from the Education in Math, Science, and Technology Program at U.C. Berkeley and an honors B.Sc. in computer science from the University of Edinburgh, Scotland.

	Dan Burke leads the CNA Corporation's (CNAC) education research and analysis group as the Deputy Director for Education, and is Principal Investigator for Research on the CNAC-led Appalachian Technology in Education Consortium. His earlier career spanned more than 20 years in postsecondary education as a molecular biologist, where he built an extensive record of innovation and implementation in the design of curriculum and teaching laboratories that incorporate critical thinking, analytical, writing, and mathematical skills in the learning experience, particularly for underprepared students. At the National Science Foundation he was responsible for the oversight and management of the NSF Systemic Initiative Programs. He led EHR's Committee on Technology in Education and played a key role in establishing NSF's Alliances for Graduate Education and the Professoriate Program. Burke uses computer modeling/simulation as a tool to study education systems and in system dynamics and has developed computer models of teacher professional development and workforce effectiveness.

	Nancy Carey has served as an educator in Maryland for the past 18 years, having taught or served as an instructional specialist at the elementary, middle, and high-school levels. In her current capacity, she coordinates the Maryland Technology Academy. Carey also works with the Maryland Professional Development Advisory Council and Maryland’s Educational Technology Grants (Generation Y, Curriculum Management System, and Learning Management System).

	Linda Carmona-Bell has been employed for 14 years by the New Jersey Department of Education, where she currently serves as an educational technology specialist. She has spent her career assisting school districts in all aspects of implementing educational programs including developing and managing data collections, planning and evaluating program practices in the classroom, grantwriting and designing grant programs to effect instructional changes in New Jersey.

	Gerald Chertavian founded the Boston, Massachusetts organization, Year Up, a program for teens that supports them in pursuing a career in technology. Year Up is a one-year, intensive training program that provides urban young adults (ages 18-24), with a combination of technical and professional skills, college credits, and a paid corporate internship. Chertavian has also been an entrepreneur in residence for Alta Communications, a Boston venture capital firm, and was a co-founder and group-managing director of Conduit Communications, which he and two partners subsequently sold to I-Cube. Conduit specialized in knowledge management and helped companies to use and store data more efficiently. Chertavian earned his M.B.A. from Harvard Business School.

	Vicki L. Cohen is Deputy Director of the School of Education at Fairleigh Dickinson University (FDU) and an associate professor. She coordinates the Instructional Technology Program and teaches technology courses and literacy courses to graduate students. Her areas of specialty are instructional technology, literacy, and assessment. Cohen currently teaches two distance learning classes in literacy that she designed and developed, and she is also closely involved in the development and implementation of FDU's distance-learning program in which all students are required to take four online courses. Cohen is presently the project director of the Fairleigh Dickinson University's MAR*TEC grant as part of which she is working with faculty in the School of Education and the College of Arts and Sciences to integrate technology into course curriculum. She is working with education faculty to develop an electronic portfolio system for assessment of students, and she is in the process of writing a textbook for preservice teachers in reading and technology.

	Allan Collins is Professor of Education and Social Policy at Northwestern University and a visiting scholar the Harvard Graduate School of Education. He is a member of the National Academy of Education, a fellow of the American Association for Artificial Intelligence. He has served as a founding editor of the journal Cognitive Science and as first chair of the Cognitive Science Society. He is best known in psychology for his work on semantic memory and mental models, in artificial intelligence for his work on plausible reasoning and intelligent tutoring systems, and in education for his work on inquiry teaching, cognitive apprenticeship, situated learning, epistemic games, and systemic validity in educational testing. From 1991 to 1994 he was co-director of the U.S. Department of Education’s Center for Technology in Education centered at Bank Street College of Education.

	Richard Elmore is the Anrig Professor of Educational Leadership at the Harvard Graduate School of Education and a Senior Research Fellow with the Consortium for Policy Research in Education, funded by the U.S. Department of Education’s Office of Educational Research and Improvement. He is currently co-director of a CPRE research project on school accountability, and co-principal investigator of a multi-year study of instructional improvement and professional development in Community District #2, New York City, funded by OERI/ED through the Learning Research and Development Center at the University of Pittsburgh. Elmore holds a bachelor’s degree in political science from Whitman College, a master’s degree in political science from the Claremont Graduate School, and a doctorate in educational policy from the Harvard Graduate School of Education. His most recent publications are When Accountability Knocks, Will Anyone Answer?, Building a New Structure for School Leadership, and Bridging the Gap Between Standards and Achievement.

	Mary Farrell, currently Interim Director of the School of Education at Fairleigh Dickinson University where she is a Full Professor, specializes in the field of learning disabilities, particularly in the areas of assessment and reading instruction for children with dyslexia. Farrell also serves as Director of the Regional Center for College Students with Learning Disabilities, a comprehensive support program. She has had a career-long connection to educational applications of technology, beginning with a dissertation in which she developed a computer model for diagnostic decision-making and then used the model as the basis for training teachers to make these decisions. She authored and presented her first online course in summer 2002 and is currently involved in authoring two more. She serves on the editorial board of Computers in the Schools.

	Kelly Feighan serves as a research associate for the Mid-Atlantic Regional Technology in Education Consortium (MAR*TEC) at the Temple University Center for Research in Human Development and Education, where she collaborates in the planning, design, and implementation of small- and large-scale surveys measuring client satisfaction, program efficacy, and the needs of regional educators. She previously conducted research on poverty, international migration, and social service utilization. Feighan earned her master’s degree from the University of Maryland.

	Orval Foraker is currently a Teacher in Residence at the Delaware Department of Education, where he works on projects dealing with the integration of technology into the teaching and learning process. He is responsible for the creation of a Web site that aligns lessons from the MarcoPolo Web site to the Delaware Content Standards. He works with Denise Allen to manage the State Enhancing Education through Technology Grant provided by the United States Department of Education.

	Elizabeth Glowa is the Coordinator of the Web-based Learning Project in the Maryland State Department of Education. Through this position, she manages the Maryland Virtual Learning Opportunities Program, designed to expand the access of Maryland public school students to challenging curricula aligned to the Maryland Content Standards as well as to other appropriate standards through the delivery of high-quality online courses in collaboration with the local school systems. Glowa has previously served as an educator, school principal, and graduate school instructor.

	Allen Grossman was appointed a Harvard Business School Professor of Management Practice in July 2000. He joined the Business School faculty in July 1998, with a concurrent appointment as a Visiting Scholar at the Harvard Graduate School of Education. He served as President and Chief Executive Officer of Outward Bound USA for 6 years before stepping down in 1997 to work exclusively on the challenges of creating high-performing nonprofit organizations. His current research focuses on how philanthropic practices, including venture philanthropy, influence management and organizational performance; the challenges of measuring nonprofit organizational performance; and the issues of managing multi-site nonprofit organizations. In partnership with four foundations, Grossman founded the Going to Scale Project in 1994 and has chaired the project since its inception. This project led to the book, High Performance Nonprofit Organizations: Managing Upstream for Greater Impact. Before joining the nonprofit sector, he served as a Regional Chief Executive of Albert Fisher PLC and Chairman of the Board of Grossman Paper Company, a national distributor of packaging products. He received a B.S. in corporate finance from the University of Pennsylvania's Wharton School.

	Tom Hehir, a lecturer at the Harvard Graduate School of Education, previously served as director of the U.S. Department of Education's Office of Special Education Programs, where he was responsible for federal leadership in implementing the Individuals with Disabilities Education Act (IDEA). He played a leading role in developing the Clinton administration's proposal for the 1997 reauthorization of the IDEA, 90% of which was adopted by Congress. Previously, he served as associate superintendent for the Chicago Public Schools, and in a variety of positions in the Boston Public Schools. An advocate for children with disabilities in the education system, Hehir has written on special education, special education in the reform movement, due process, and least restrictive environment issues.

	Patricia Hendricks serves as a technology coordinator for the Mid-Atlantic Regional Technology in Education Consortium (MAR*TEC). Her primary responsibility is facilitating and coordinating regional collaborations among state leaders, local educational leaders, and teachers. Hendricks’ research interests include building family and community connections through technology, identifying teacher and student technology proficiencies, and accessible technology in education.

	Andrés Henríquez recently joined the Carnegie Corporation as the Program Officer in the Education Division. Previously, Henríquez served as a Senior Research Associate and then as the Assistant Director for Strategic Planning, Center for Children and Technology (CCT) at the New York offices of the Education Development Center, Inc. Henríquez is a certified teacher and taught for five years at a public elementary school in East Harlem. He became Computer and Science Coordinator and Staff Developer for the entire school with the support of a grant from the NSF. Henríquez earned his master’s degree in curriculum and teaching from the Teachers College at Columbia University.

	Elizabeth Hess is the Senior Specialist for Academic Computing in the Office of the Provost at Harvard University. She is responsible for facilitating collaboration among the schools in the area of academic computing, which includes such topics as instructional computing, research computing, distance learning, and digital resources. In this role, Hess sets objectives and oversees administration of initiatives including innovation funding, educational programs, planning efforts, resource evaluation, and infrastructure review. In conjunction with these efforts, she works with faculty and senior administrators to identify and implement programs to support instructional computing and distributed learning.

	Ilona Holland has been involved in the evaluation of technology-based educational products since 1989, working on projects for museums, television stations, software companies, and the DuPont Company. Projects have included the formative evaluation of educational television shows such as Between The Lions, Where In The World Is Carmen Sandiego?, Parenting Works, and Intimate Strangers; I-MAX movies such as Everest, Special Effects, and Storm Chasers; and interactive videodiscs for the Detroit Institute of Arts, the New York Hall of Science, the National Cancer Institute, and the Interactive Video Science Consortium). Holland was instrumental in writing Delaware's K-12 Educational Standards for both social studies and the arts in education. While serving on the Delaware Educational Technology Committee, she helped analyze the technological needs of all Delaware public schools and libraries and helped draft appropriate recommendations to the state legislature. Holland earned her Ed.D. from the Harvard Graduate School of Education.

	James Honan is a lecturer at the Harvard Graduate School of Education. His teaching and research interests focus on financial management of nonprofit organizations and on higher-education administration. Previously, he served as institutional research coordinator in the Office of Budgets at Harvard University and project analyst in the Harvard University Financial Aid Office. He has also been a research assistant at the Educational Resources Information Center Clearinghouse on Higher Education in Washington, D.C. and has served as executive assistant to the president at Lesley University in Cambridge, Massachusetts.

	Marlene Johnson has been employed by the Maryland State Department of Education for the past 25 years. Her primary responsibilities have been administering and monitoring state and federal instructional technology initiatives. In addition, Johnson was instrumental in the implementation of Maryland’s Education Technology Plan, which ensures that all students and teachers have access to the Internet in their classrooms.

	Susan Moore Johnson is the Pforzheimer Professor of Teaching and Learning at the Harvard Graduate School of Education. A former high school teacher and administrator, she has a continuing research interest in the work of teachers and the reform of schools and she is currently involved in The Project on the Next Generation of Teachers, in which she works with a group of advanced doctoral students in a multi-year research study, which examines how to best recruit, support, and retain a strong teaching force for the next decade. Johnson earned her Ed.D. from the Harvard Graduate School of Education and served as its academic dean from 1993-1999.

	Linda Keller is Project Director for the "Model Secondary Schools Project" grant funded by the Bill and Melinda Gates Foundation. Her responsibilities include leadership for coaches and staff in learning dynamics and environment in the process of rapid change, fiscal management of the project, program decisions and support, and facilitating collaborative processes and problem solving with district administrators and superintendents regarding project development. Prior to this, Keller designed, implemented, and was principal of a K-12 online school that served 700 students in the state of Washington, nationwide and internationally. She led the curriculum-design process for these online courses and designed a collaborative process to build a knowledge management base in a new educational environment. As a teacher and administrator, Keller taught students and was an administrator in elementary, middle, and high schools. Keller also was an adjunct professor in technology integration and leadership courses.


	Glenn Kleiman—a lecturer at the Harvard Graduate School of Education—is Vice President and Senior Research Scientist at Education Development Center, Inc. (EDC), where he directs the Center for Online Professional Education. A cognitive psychologist by background, his work in education has including basic research, curriculum development, software development, providing professional development for teachers and administrators, and consulting for school districts and state departments of education. He has previously been on the faculties in psychology and in education at the University of Illinois and the University of Toronto, and he was educational chair of the Leadership and the New Technologies Institute, held each summer at Harvard from 1997-2001. He was a senior researcher at the National Center for the Study of Reading and the founder and president of Teaching Tools Software.

	Dorothy Leonard, the William J. Abernathy Professor of Business Administration, joined the Harvard faculty in 1983 after teaching for three years at the Sloan School of Management at the Massachusetts Institute of Technology. She has taught M.B.A. courses in managerial leadership, corporate creativity, new product and process design, technology strategy, and innovation management. At Harvard, M.I.T., and for corporations such as Hewlett-Packard, AT&T, and 3M, Leonard has conducted executive courses on a wide range of innovation-related topics such as cross-functional coordination during new product development, technology transfer and knowledge management. She earned her Ph.D. from Stanford University.

	Beth Lief has been active in public education reform for the past twenty years. She is presently employed with the Institute for Learning at the University of Pittsburgh, where she assists with the planning and implementation of a citywide professional development system for New York City’s Department of Education. Lief also serves as a senior education fellow with the New Democracy Project. Previously, she was Senior Vice President at Teachscape, a professional services venture providing Internet-supported professional development to school systems, universities, and other educational institutions, and she was the founding president of New Visions for Public Schools, the largest education reform organization dedicated to improving the quality of education children receive in New York City’s public schools.

	Xiaodong Lin is an associate professor of Culture, Technology and Education at Teachers College, Columbia University. She studies ways technology can be designed and used to provide students and teachers with an exposure to diverse cultural values and practices in the service of metacognition and domain subject learning. She develops various kinds of technology-rich learning environments and explores how such environments influence intercultural and cross-disciplinary learning among teachers and students. Lin has designed a 3-D Virtual Technology-Supported Learning Environment that permits teachers from both the U.S. and Asia to co-develop and teach lessons to their students. In a recent project, she and her colleagues designed and used Teachable Agents to help classroom teachers make explicit their own and their students' beliefs and expectations about learning and schooling, utilizing their students' beliefs as the basis for instructional decision-making. This project will involve 8 schools in Manhattan Community Districts 1, 2, 3, and 5, with a goal of investigating how students and teachers from various cultural backgrounds in the U.S. have both similar and different concepts about what it means to be good students and to have good classrooms, and how deeper knowledge of those similarities and differences can lead to improved classroom practice.

	Ron MacDonald is the owner of Instructional Innovation, LLC, working with urban schools and districts in the planning and development of small schools. He is the former co-director to the Model Secondary Schools Project, funded by the Bill & Melinda Gates Foundation and currently provides consulting services. In the past, he has been a K-12 teacher, multimedia producer, college instructor, and technology consultant. MacDonald has served as technology director for an online school, where he designed school-data systems and managed development and delivery of online courses for 700 K-12 students. He also taught and authored project-based courses for 4th-8th grade students and developed a project-based instructional program in interactive technology for elementary school students. As a multimedia producer, MacDonald produced 44 programs for a weekly educational cable television program. He has been an active advocate for school reform and community engagement in school decision-making, serving on building and district committees across the country. His education includes an M.A. in media communications, an M.A. in elementary education, and a B.A. in visual education studies.

	Albert Merck worked for Merck & Co. early in his career and continued to serve on its board of directors when he decided in the early 1960s to pursue his interests in education. He earned his bachelor's degree from Harvard College and subsequently earned masters' degrees from both Columbia University, Teachers College and Rutgers University. He taught political science at Rutgers and Drew universities, among others. Merck also served a term in the New Jersey legislature as the Republican representative for Morris County in the early 1970s.

	Katherine Merseth is a senior lecturer and founding director of the Teacher Education Programs at the Harvard Graduate School of Education. Her research and writing focus on school reform, charter schools, school leadership, teacher education, case method instruction, mathematics education, computer networks, and leadership. She was the principal investigator of the Mathematics Case Development Project funded by the National Science Foundation (NSF), and co-principal investigator of the Teacher Education Addressing Mathematics and Science in Boston and Cambridge Project, also funded by the NSF. She was the founding executive director of the Harvard Children's Initiative, the university-wide program focusing on the needs of children. She has served as a curriculum developer, teacher, and administrator in K-12 schools.

	Richard Murnane is the Thompson Professor of Education and Society at the Harvard Graduate School of Education. In 1991, he and HGSE colleagues published Who Will Teach? Policies That Matter. In 1996, Murnane and MIT professor Frank Levy published the book, Teaching the New Basic Skills. Murnane and Levy are currently completing a book with the working title, What's Left for People to Do? How Computers are Changing Work, which will describe how the spread of information technology affects the labor market and the skills needed to thrive in the rapidly changing economy. Murnane spent the 2001-02 school year working with the Boston Public Schools helping the central office develop tools to help schools use student assessment results to improve instruction. He earned his Ph.D. from Yale University.

	Joan Pasternak is currently a Program Development and Implementation Specialist at the Mid-Atlantic Region Technology in Education Consortium (MARTEC.) She earned her master's degree at Arcadia College in Pennsylvania and holds a double certification in elementary education and early childhood. Before joining MARTEC, she was with the Philadelphia school district for 30 years as a career teacher, specializing in reading and language arts; she spent her last five years there actively involved in service learning through integrated curriculum. She was a 2001 receipient of the Comcast Foundation "Outstanding Service Learning Leader."

	Susan Patrick is the deputy director of the Office of Educational Technology in the Office of the Secretary for the U.S. Department of Education. She is responsible for coordinating programs and policies on virtual education and e-learning, the National Education Technology Plan, Technical Assistance Grants under Enhancing Education Through Technology, and the use of technology to further the mission of the Department and the No Child Left Behind Act. Previously, she worked for the State of Arizona on technology issues and coordinated the Digital State Survey 2002, in which Arizona was ranked first in the nation. She served as the governor's liaison to the legislature and the press on technology and served in the Government Information Technology Agency. In the late 1990s, she directed a distance learning campus for the Old Dominion University TELETECHNET program in Virginia and opened the first site in Arizona. Patrick received her master's degree from the Annenberg School for Communication at the University of Southern California in Communication Management, specializing in technology policy.

	Robert Peterkin is the Keppel Senior Lecturer on Education Policy and Administration at the Harvard Graduate School of Education, where he also serves as Chair of the Administration, Planning, and Social Policy area. He held several administrative positions in the Boston Public Schools, and he has been superintendent of the Cambridge, Massachusetts and Milwaukee, Wisconsin Public Schools. Peterkin has earned a master’s degree in educational administration from the State University of New York at Albany, a master’s degree in educational psychology from the College of St. Rose, and an Ed.D. from the University of Massachusetts at Amherst.

	Laurence Peters directs the Mid-Atlantic Regional Education in Technology Consortium (MARTEC), one of ten federally funded centers that provides states and school districts with technical assistance services. He is the co-author of a new book, From Digital Divide to Digital Opportunity.* Peters formerly served as a Senior Policy Advisor at the U.S. Department of Education and as counsel to the House of Representatives Subcommittee on Select Education and Civil Rights. He holds both a doctorate in English and Education and a law degree and is married with three children.

	Doris Redfield currently serves as both the AEL’s Director of the Regional Educational Laboratory and Executive Director of the Institute for the Advancement of Research in Education. In addition, she acts as the Chairperson of the American Evaluation Association’s Ethics Committee. Previously, Redfield served as chief of research, evaluation, and assessment with the Virginia Department of Education. Redfield earned her Ph.D. in Educational Psychology from the University of Arizona.

	Paul Reville has been a lecturer on education at the Harvard Graduate School of Education since 1997. He is also Executive Director of the Center for Education Research and Policy at MassINC (Massachusetts Institute for a New Commonwealth), where he conducts research and convenes policymakers, civic leaders, the media, and philanthropists to consider evidence on the progress of various strategies for improving the Commonwealth's public education system. He previously served as the Executive Director of the Pew Forum on Standards-Based Reform, the co-founder and Executive Director of the Alliance for Education, and the co-founder and Executive Director of the Massachusetts Business Alliance for Education. Reville is a former teacher and principal who served on the Massachusetts State Board of Education and chairs the Massachusetts Education Reform Review Commission. He earned his master’s degree in sociology of education from Stanford University.

	Mark Rigdon is a senior program officer at the Spencer Foundation where he manages the Major Research Grants Program, the Small Research Grants Program, and the foundation’s Usable Knowledge Initiative. Prior to joining Spencer, he worked in the Education Policy Studies Division at the National Governors’ Association. His research and professional interests focus on education choice, systemic approaches to education reform, and bridging the gap between research and practice. He received his Ph.D. in Political Science from the University of Wisconsin and his M.B.A. from the Kellogg School of Management.

	David Rose helped to found CAST (Center for Applied Special Technology) in 1984 in order to expand opportunities for students with disabilities through the innovative development and application of technology. Rose specializes in developmental neuropsychology and in the universal design of learning technologies. In addition to his role as co-executive director of CAST and the principal investigator for CAST's National Center on Accessing the General Curriculum, Rose lectures at the Harvard Graduate School of Education where he applies CAST's work in neural networks and learning to both the design and content of his course. He completed his undergraduate work at Harvard University, and received his master's degree from Reed College and his doctorate from the Harvard Graduate School of Education.

	Mike Russell is the director of the Technology and Assessment Study Collaborative (inTASC) at Boston College where he directs several projects, including the Use, Support, and Effect of Instructional Technology (USEIT) Study, a study comparing instructional and learning impacts of laptops and Danas in elementary school classrooms, a test accommodation study for the Talking Tactile Tablet, and a series of medical simulation studies. Russell is the founder and Chief Editor of the Journal of Technology, Learning, and Assessment and is a member of Boston College's Lynch School of Education faculty. His research interests lie at the intersection of technology, learning, and assessment and include applications of technology to testing and impacts of technology on students and their learning. In addition to his current research, Russell has conducted a series of randomized experiments that examine the impact of paper-based tests on the performance of students accustomed to writing on computers and has conducted several mixed methods studies that examine impacts of technology on teaching and learning.

	Nora H. Sabelli is currently Co-Director of the Center for Technology in Learning at SRI International, in Menlo Park, CA. She was previously Senior Program Director in the Directorate for Education and Human Resources at the National Science Foundation. Sabelli joined NSF in 1993 upon retiring from the National Center for Supercomputing Applications at the University of Illinois Champaign-Urbana. In 1998, she was on detail to the White House National Science and Technology Council, working at the Office of Science and Technology Policy on issues of research, technology, and education. After a career as a research scientist and faculty member, she is focusing on helping understand how to provide quality science, mathematics, and technology education reflective of current scientific advances and technology trends, since such education will be needed for the life and work that all students will find when they leave school regardless of their career choices. Sabelli received a Ph.D. in chemistry (theoretical organic) from the University of Buenos Aires for research performed at the University of Chicago.

	Robert Schwartz is a lecturer at the Harvard Graduate School of Education, who teaches courses on education policy and private foundations and public school reform. From 1997-2002, he served as founding president of Achieve, Inc., an independent, bipartisan, non-profit organization created by the nation's governors and corporate leaders to help states raise standards and improve performance in the schools. Previously, Schwartz directed the education grantmaking program of The Pew Charitable Trusts, one of the nations' largest private philanthropies. Schwartz has written and spoken widely on such topics as standards-based reform, public-private partnerships, school-to-work, and the role of higher education in K-12 reform.

	Glenn E. Snelbecker is a Professor of Psychological Studies in Education at Temple University, where he has been teaching and doing research since 1967. He has professional preparation in business education (B.S., Elizabethtown College), Guidance Counseling (M.S., Bucknell University), educational psychology and measurement (Ph.D., Cornell University), and a formal postdoctoral internship in clinical psychology at Veterans Administration Hospital (Brockton, MA). He has been active in development and implementation of "technology and education" ventures for the past four decades. He has published various journal papers, a textbook on learning theories and education, chapters in three books on instructional design, and an ASTD book chapter on instructional technology; and has been directing or co-directing federally-, state- and foundation-funded projects on curricular and instructional applications of technology since the mid-1980s.

	Sue Sullivan has served as the Educational Technology Specialist in the New Jersey Department of Education for the past five years, where she has worked in a variety of areas that support student use of technology to achieve success. As part of her work, she is responsible for distance learning across the state; disseminating information on educational technology issues to educational technologists state-wide; serving as liaison with Verizon for AccessNJ issues and Video Portal use; conducting technology planning at the state, county and local levels; and acting as liaison with Educational Technology Organizations across the state. Prior to her work in the New Jersey Department of Education she has managed a TIAP grant, MercerNet State-wide PBS Mathline Coordinator, and has twenty years of teaching experience (classrooms and labs).

	John Willett focuses on the effective application of quantitative methodology to critical substantive problems in education and the social sciences. He is particularly interested in longitudinal research design, methods for analyzing the timing and occurrence of events, and methods for the measurement of change, learning, and development. Willett and his colleage Judy Singer have recently had a new book accepted for publication by Oxford University Press, entitled Applied Longitudinal Data Analysis: Modeling Change and Even Occurrence. It contains an integrated presentation of new statistical methods for the analysis of longitudinal data and is due out this academic year. Willett was born and raised in England, where he was trained in physics and applied mathematics at Oxford University in the 1960s. In the 1970s, he lived in Hong Kong, where he taught high school physics and mathematics for almost a decade, and traveled widely around the world before settling in the U.S. in 1980. He earned his doctorate from Stanford University.

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