ABOUT THE CONTRIBUTORS

AUTHORS

Robert F. Boruch is University Chair Professor in the Graduate School of

Education and the Statistics Department of the Wharton School at the University

of Pennsylvania. A Fellow of the American Statistical Association, he has received

awards for his work on research methods and policy from the American

Educational Research Association, the American Evaluation Association, and the

Policy Studies Association. Boruch is the author of nearly 150 scholarly papers

and the author or editor of a dozen books on topics ranging from evaluation of

AIDS prevention programs and social experiments to assuring confidentiality of

data in social research.

David W. Breneman is University Professor and Dean of the Curry School of

Education at the University of Virginia. He was Visiting Professor at the Harvard

Graduate School of Education from 1990 to 1995, where he taught graduate courses on the economics and financing of higher education, on liberal arts colleges,

and on the college presidency. As a Visiting Fellow at the Brookings Institution,

he conducted research for a book entitled Liberal Arts Colleges: Thriving, Surviving,

or Endangered?, published by Brookings in 1994. From 1983 to 1989, Breneman

served as president of Kalamazoo College, a liberal arts college in Michigan. Prior

to that, he was a Senior Fellow at Brookings, specializing in the economics of

higher education and public policy toward education. From 1972 to 1975, he was

Staff Director of the National Board on Graduate Education at the National

Academy of Sciences, where he wrote on policy issues confronting graduate education. In addition, Breneman served as Executive Editor of Change, the magazine

of higher learning. Dr. Breneman received his bachelor’s degree in Philosophy

from the University of Colorado and his Ph.D. in Economics from the University

of California at Berkeley, and taught at Amherst College before moving to

Washington in 1972.

Dominic Brewer is a Labor Economist specializing in the economics of education

and education finance. His research has focused on educational productivity and

teacher incentives, using large national databases such as High School and

Beyond and the National Education Longitudinal Study of 1988. Examples of this

work include an analysis of the effects of teacher education and quality on stuFrom Data to Information—About the Contributors 37
dent achievement gains, the interaction between student and teacher race, gender

and ethnicity, the effects of ability grouping on student achievement, and the

effects of administrative resources on student performance. He has published

numerous articles in academic journals such as Review of Economics and Statistics,

Journal of Labor Economics, Industrial and Labor Relations Review, and Economics of

Education Review, as well as other publications such as Phi Delta Kappan. Dr.

Brewer received a Ph.D. in Labor Economics from Cornell in 1994, and holds a

bachelor’s degree from Oxford University. He has been an Associate Economist

at RAND since 1994 and is also a Visiting Assistant Professor of Economics at the

University of California, Los Angeles.

Peter Cappelli is Co-Director of the National Center on the Educational Quality

of the Workforce (EQW) at the University of Pennsylvania.

Christopher T. Cross is President of the Council for Basic Education (CBE) as

well as President of the Maryland State Board of Education. Before joining CBE,

Mr. Cross served as Director of the Education Initiative for The Business

Roundtable and as Assistant Secretary of Education Research and Improvement

(OERI) in the U.S. Department of Education. At OERI, he was responsible for the

research, statistical, and improvement programs of the Department of Education.

He joined the federal government for the first time in 1969 with the U.S.

Department of Health, Education, and Welfare, where he served as Deputy

Assistant Secretary for Legislation. From 1973 to 1978, Mr. Cross served as the

Senior Education Consultant and Republican Staff Director of the Committee on

Education and Labor, U.S. House of Representatives. Mr. Cross has written extensively in the education and public policy areas, and his articles have appeared in

numerous scholarly and technical publications. Mr. Cross earned a bachelor’s

degree from Whittier College and a master’s degree in Government from

California State University in Los Angeles.

Fred J. Galloway is the Director of Federal Policy Analysis at the American

Council on Education (ACE). In this position, he represents the interests of the

higher education community before the executive and legislative branches of the

federal government and is responsible for analyzing the effects of legislation on

colleges and universities. Before joining ACE, Dr. Galloway was a member of the

faculty of the Economics Department at San Diego State University and of the

School of Business at the University of San Diego. Dr. Galloway received both a

bachelor’s and master’s degree from the University of California at San Diego,

and a doctorate from Harvard University.

38 From Data to Information—About the Contributors
Gary Hoachlander is President of MPR Associates, Inc., a consulting firm specializing in management, planning, and research for a variety of public and private clients. A nationally known expert on vocational education and preparation

for work, he also serves as MPR Associates’ site director for the work performed

by the firm for the National Center for Research in Vocational Education at the

University of California at Berkeley. He has conducted research and published on

a wide variety of issues including industry-based curriculum, industry skill standards, performance measures and assessment, finance, and national education

data systems. Dr. Hoachlander received his Ph.D. in City and Regional Planning

from the University of California, Berkeley. He also holds a master’s degree in

City Planning from U.C. Berkeley, and earned his bachelor’s degree from

Princeton University, where he attended the Woodrow Wilson School for Public

and International Affairs.

John F. Jennings is the Director of the Center on National Education Policy. The

Center’s purpose is to inform the general public, educators, and policymakers of

the developments in school reform across the country and also of the changes in

federal education programs. From 1967 to 1994, Mr. Jennings worked in the area

of federal aid to education for the U.S. Congress. In that capacity, he was involved

for the last 25 years in nearly every major education debate held at the national

level as well as the reauthorizations of the major federal education programs

including the Elementary and Secondary Education Act, the Vocational

Education Act, the School Lunch Act, the Individuals with Disabilities Education

Act, and the Higher Education Act. Mr. Jennings has also edited several books,

published numerous articles, and writes a national newsletter.

Glynn D. Ligon is President of Evaluation Software Publishing, Incorporated.

David R. Mandel is Vice President for Policy Development at the National Board

for Professional Teaching Standards in Washington, D.C., where he has primary

responsibility for overseeing the Board’s standards development efforts and education policy and reform program. Previously, Mr. Mandel was Associate

Director of the Carnegie Forum on Education and the Economy; a Senior Policy

Analyst in the Office of the Under Secretary of Education; and the National

Institute of Education’s Assistant Director responsible for managing the

Institute’s research program in education finance, governance, and human capital. He began working on education policy issues in the early 70s at the U.S. Office

of Economic Opportunity, where his efforts were directed at the needs of poor

and minority children. 

From Data to Information—About the Contributors 39
Charles E. Metcalf is President of Mathematica Policy Research, Inc., which is

one of the nation’s leading independent research firms and conducts public policy research and surveys for federal and state governments as well as private

clients. He is nationally known for his research on social experimentation and

income distribution and has directed research activities at Mathematica for the

past 21 years. Dr. Metcalf specializes in experimental and sample design, data collection design, and analytic design efforts. His expertise, gleaned from 28 years of

experience in the field, spans all facets of research design and analysis. He has

played a major role in more than 30 major social experiments, demonstrations,

and evaluations. Dr. Metcalf has a Ph.D. in Economics from the Massachusetts

Institute of Technology.

Morton Owen Schapiro is Professor of Economics and Dean of the College of

Letters, Arts, and Sciences at the University of Southern California. He and

Michael McPherson have co-authored two recent books on American higher

education: Keeping College Affordable: Government and Educational Opportunity

(Brookings 1991), and (with Gordon Winston), Paying the Piper: Productivity,

Incentives, and Financing in U.S. Higher Education (University of Michigan Press

1993).

Fritz Scheuren has extensive experience in using administrative records in

sample surveys and other settings. Currently, Visiting Professor of Statistics at

The George Washington University, Dr. Scheuren retired in 1994 as Director of

the Statistics of the Income Division of the Internal Revenue Service. Formerly, he

had been the Chief Mathematical Statistician at the Social Security

Administration. In 1995, he won the Shiskin Award for contributions to U.S. economic statistics and among other honors is a Fellow of the American Statistical

Association and the American Association for the Advancement of Science. He

has published more than 90 papers, monographs, and books—both applied and

theoretical—mainly in the area of survey sample design and estimation, including such topics as record linkage, privacy, and the handling of missing data. He

holds a master’s and doctoral degree in Statistics from The George Washington

University.

Diane Stark is the Associate Director of the Center on National Education Policy.

From 1988 to 1994, Ms. Stark was a legislative associate for the U.S. House of

Representatives Committee on Education and Labor, where she assisted in the

reauthorization of the major federal education programs. Prior to her work in the

Congress, she was employed in the government relations offices of the National

PTA and the Council of Chief State School Officers. 

40 From Data to Information—About the Contributors
Cathleen Stasz is a Senior Behavioral Scientist at RAND and Site Director for the

National Center for Research in Vocational Education (NCRVE). Her research

areas include the implementation of advanced computer-based technologies in

education, the workplace and the military, systemic school reform, and teaching

and learning generic skills for the workplace. Currently, her projects include a

study of the determinants of employer participation in school-to-work programs

and an examination of the quality of student experiences in work-based learning

environments.

Amy Rukea Stempel, Assistant Director for Standards Analysis at the Council for

Basic Education (CBE), has been affiliated with the Council since 1989. In 1992,

she left the CBE to teach the International Baccalaureate (English literature) at the

Kodaikanal International School, Kodaikanal, India, and then returned to the CBE

in the fall of 1994. Ms. Stempel has published numerous articles that inform the

academic standards-setting process and the relationship of various education

reforms to academic learning in CBE’s flagship publication Basic Education and in

Teacher Magazine. In addition, she designed the popular CBE chart “Standards: A

Vision for Learning” (spring 1991), which synthesized all the current standards

projects and was reprinted in 1994. A candidate for a master’s degree in the

Humanities at Georgetown University, Ms. Stempel is primarily engaged in writing about education reform and managing standards projects at CBE. She has a

bachelor’s degree in English from Carnegie Mellon University.

James W. Stigler is Professor of psychology at UCLA and Director of the Third

International Mathematics and Science Study (TIMSS) Videotape Classroom

Study.

George Terhanian, a doctoral candidate at the University of Pennsylvania, is

presently serving as an American Education Research Association Research

Fellow at the National Center for Education Statistics. His general research interest lies in synthesizing evidence generated by local experiments and nationally

representative surveys. Mr. Terhanian has several years of teaching and administrative experience in public and private schools. 

From Data to Information—About the Contributors 41
DISCUSSANTS

Sharon Bobbitt received her Doctorate in Education Research from the

University of Virginia in 1986. She worked for 8 years on the Schools and Staffing

Survey, with a primary focus on teacher issues. She is currently Director of the

Knowledge Applications Division in the Office of Educational Research and

Improvement.

Dennis Carroll earned a Ph.D. in mathematics and quantitative psychology from

Vanderbilt University in 1974. Since 1980, he has managed the National Center

for Education Statistics’ longitudinal studies program where several projects

have incorporated records data.

Barbara S. Clements is Acting Director of the State Education Assessment Center

at the Council of Chief State School Officers (CCSSO). She also directs the

National Elementary/Secondary Education Data and Information System Project,

which is funded by the U.S. Department of Education’s National Center for

Education Statistics to promote the standardization, automation, and effective

utilization of data about education. Before joining the CCSSO staff, Dr. Clements

worked on the development and administration of teacher assessment and evaluation instruments for the state education agency in Texas. She is a co-author of

two textbooks on effective classroom management, soon to be released in their

fourth edition. Dr. Clements holds a bachelor’s degree in Education from the

University of Texas at Austin, and is certified to teach secondary Spanish and

Government. In addition, she has master’s degree in Foreign Language Education

and a Ph.D. in Educational Psychology from the University of Texas at Austin. 

Emerson J. Elliott is a consultant on education policy, Federal statistics and management. He left the Federal Government in 1995 after a career that included

heading the National Center for Education Statistics nearly eleven years and serving as the first “Commissioner of Education Statistics” when that post became a

Presidentially appointed, Senate confirmed position under legislation enacted in

1988. Previously he had led the Issues Analysis Staff in the Office of the Under

Secretary of Education, served as the Deputy Director of the National Institute of

Education, and directed the OMB education branch when that was established in

1967.

42 From Data to Information—About the Contributors
Mary Frase is the Senior Technical Advisor in the Data Development and

Longitudinal Studies Group, National Center for Education Statistics, in the U.S.

Department of Education. Prior to joining NCES in 1985, she was a faculty member at Teachers College, Columbia University, and worked as an independent

consultant advising state and local governments and conducting research in the

areas of education policy, education finance, and state-local finance.

William H. Freund works within the U.S. Department of Education’s National

Center for Education Statistics. He recently assumed responsibility for adapting

information technologies into the Center’s data collections, program administration,

and information dissemination. Just before this new position, he was responsible for

institutional studies of postsecondary education. In that capacity, he was the program manager for the Integrated Postsecondary Education Data System (IPEDS)—

a series of annual statistical surveys that collect enrollment, completions, finance,

salary, and staffing data from the nation’s postsecondary education institutions.

Paula R. Knepper is a Statistician in the Postsecondary Longitudinal Studies

department of the National Center for Education Statistics.

James F. McKenney is currently the Director of Workforce Development, formerly the Office of College Employer Relations, at the American Association of

Community Colleges (AACC). Also, he has served as the Assistant Vice President

for Federal Relations, with responsibilities for the reauthorization of the Carl

Perkins Vocational Education Act and the Job Training Partnership Act. As

Director of Workforce Development, Dr. McKenney is charged with being the primary liaison between AACC and the various relevant federal departments and

trade associations. In this role, Dr. McKenney has continued to track the implementation of the various federal human resource development laws. He received

his bachelor’s and master’s degrees from the University of Florida and his doctorate from the University of Maryland. 

Michael McPherson is the Dean of the faculty at Williams College. He is W. van

Alan Clark Third Century Professor of Economics and Co-Director of the

Williams Project on the Economics of Higher Education. Earlier, he served as

Chair of the Williams Economics Department, as Senior Fellow in Economic

Studies at the Brookings Institution and as Fellow of the Institute for Advanced

Study. Mr. McPherson is co-author of two recent books, Keeping College Affordable:

Government and Educational Opportunity (Brookings 1991) and Paying the Piper:

From Data to Information—About the Contributors 43
Productivity, Incentives and Financing in American Higher Education (University of

Michigan Press 1993). His new book, Economic Analysis and Moral Philosophy, coauthored with Daniel Hausman, was published by Cambridge University Press

in 1996.

Jamie P. Merisotis is the founding President of the Institute for Higher Education

Policy in Washington, D.C. The Institute is a non-profit, non-partisan organization with the mission of fostering access to and quality in postsecondary education through the development and promotion of innovative solutions to the

important and complex issues facing higher education. The Institute has conducted a number of recent studies including The Next Step: Student Aid for Student

Success; College Debt and the American Family; Enhancing Quality in Higher

Education; and Affirmative Action and the Distribution of Resources in U.S.

Department of Education Programs.

Kevin Miller is currently Associate Professor of Psychology at the Beckman

Institute at the University of Illinois, Urbana-Champaign. His research interests

concern the effects of symbolic tools on cognitive development, focusing on how

language and cultural differences between China and the United States affect the

development of abilities such as reading and mathematical competence. He

received his Ph.D. from the University of Minnesota, and then taught at Michigan

State University and the University of Texas at Austin before joining the faculty

at the University of Illinois. His research is currently supported by a Research

Scientist Development Award and a research grant, both from the National

Institute of Mental Health.

Frederick Mosteller is Roger I. Lee Professor of Mathematical Statistics Emeritus,

Harvard University. He directs the Center for Evaluation of the Initiatives for

Children Project at the American Academy of Arts and Sciences. Over the years,

his research work has been devoted to theoretical and applied statistics. Dr.

Mosteller works in data analysis, meta-analysis, robust methods, health and medicine, and social sciences, and has also written on sports statistics. While at

Harvard, he has chaired the departments of Statistics, Biostatistics, and Health

Policy and Management.

Mary Rollefson is a senior survey analyst with the National Center for Education

Statistics. She has published several reports on teacher supply and demand and

serves as the NCES liaison to the National Education Goals Panel.

44 From Data to Information—About the Contributors
Donald B. Rubin is Professor in the Department of Statistics, Harvard

University. He has written nearly 250 publications (including several books)

on a variety of topics, including computational methods, causal inference, survey methods, techniques for handling missing data, Bayesian methods, multiple imputation, matched sampling, and applications in many areas of social

and biomedical science. Professor Rubin is a Fellow of the American Statistical

Association, the Institute for Mathematical Statistics, the International

Statistical Institute, the Woodrow Wilson Society, the John Simon Guggenheim

Society, the New York Academy of Sciences, the American Association for the

Advancement of Sciences, and the American Academy of Arts and Sciences.

He is also the recipient of two of the most prestigious awards available to statisticians: the Samuel S. Wilks Medal of the American Statistical Association

and the Parzen Prize for Statistical Innovation.

Eileen Mary Sclan is currently an Assistant Professor of Education in the

Department of Curriculum and Instruction at Long Island University—C.W.

Post Campus. Her main areas of research interest include teachers’ workplace

conditions, teacher performance evaluation, and teacher induction. At present,

she is analyzing national data (funded by an AERA/NCES grant) to examine

the inequitable distribution of qualified teachers and workplace supports. Dr.

Sclan received her Ed.D. in Educational Leadership from Teachers College,

Columbia University. 

David Stern is Professor of Education at the University of California at

Berkeley, and Director of the National Center for Research in Vocational

Education, based at Berkeley’s Graduate School of Education. From 1993 to

1995, he was principal administrator in the Center for Educational Research

and Innovation at the Organization for Economic Cooperation and

Development in Paris. Since 1976, he has been on the faculty at Berkeley, teaching and conducting research on the relationship between education and work,

and on resource allocation in schools. David Stern is the lead author of several

recent books: School to Work: Research Programs in the United States (with N.

Finkelstein, J. Stone III, J. Latting, and C. Dornsife 1995); School-Based

Enterprise: Productive Learning in American High Schools (with J. Stone III, C.

Hopkins, M. McMillion, and R. Crain 1994); and Career Academies: Partnerships

for Reconstructing American High Schools (with M. Raby and C. Dayton 1992). He

also co-edited Market Failure in Training (with J.M.M. Rtizen 1991), and

Adolescence and Work: Influences of Social Structure, Labor Markets, and Culture

(with D. Eichorn 1989). 

From Data to Information—About the Contributors 45
P. Michael Timpane, Vice President of the Carnegie Foundation, is involved in

developing all aspects of the programs of the Foundation. In his own research, he

is assessing the progress and problems of contemporary national education

reform. Mr. Timpane is also Professor of Education and former President of

Teachers College, Columbia University, the world’s most comprehensive graduate school for the preparation of educational, psychological, and health professionals. Previously, he served as Dean of Teachers College and as Deputy

Director and Director of the federal government’s National Institute of Education.

He has conducted research on educational policy as a senior staff member at the

Brookings Institution and the RAND Corporation. Also, Mr. Timpane is a member of the Pew Forum on Education Reform, for which he is currently organizing

and editing a volume of essays on higher education’s involvement in precollegiate school reform. In addition, he serves on the boards of Children’s Television

Workshop, the Southern Education Foundation, the Synergos Institute, and Jobs

for Education and the American Associate of Higher Education. Mr. Timpane

received a bachelor’s and a master’s degree in history from Catholic University,

and an M.P.A. degree from Harvard University in 1970. He has received honorary doctorates from Wagner College and Catholic University.

46 From Data to Information—About the Contributors
CONFERENCEPROCEEDINGS

From Data to Information: New Directions for the National

Center for Education Statistics

The conference was held in Washington, DC on November 27–29, 1995. For the

complete text of the proceedings, please see NCES Publication 96-901, From Data

to Information: New Directions for the National Center for Education Statistics, which

can be ordered from NCES Project Officer Edith McArthur at (202) 219-1442.

1 From Data to Information: New Directions for the National Center for

Education Statistics

Gary Hoachlander: From Data to Information: New Directions for the National

Center for Education Statistics

Emerson Elliott: Introductory Comments

2 Tracking Education Reform: Implications for Collecting National Data

Through 2010

John F. Jennings and Diane Stark: Tracking Education Reform: What Type of 

National Data Should Be Collected Through 2010?

Christopher T. Cross and Amy Rukea Stempel: Where Are We Going? Policy 

Implications for Data Collection Through 2010

Discussant Comments by Mary J. Frase

3 Curriculum, Pedagogy, and Professional Development

Dominic J. Brewer and Cathleen Stasz: Enhancing Opportunity to Learn 

Measures in NCES Data

David R. Mandel: Teacher Education, Training, and Staff Development: 

Implications for National Surveys

Discussant Comments by Michael Timpane, Eileen M. Sclan, Mary Rollefson,

and Sharon Bobbitt

4 Trends in Statistical and Analytic Methodology: Implications for National

Surveys

Robert F. Boruch and George Terhanian: “So What?” The Implications of New 

Analytic Methods for Designing NCES Surveys

Discussant Comments by Frederick Mosteller

From Data to Information—Conference Proceedings 47
5 New Data Collection Methodologies, Part II: Experimental Design

Charles E. Metcalf: Incorporating Experimental Designs Into New NCES Data 

Collection Methodologies

Discussant Comments by Donald R. Rubin

6 Postsecondary Education

Michael S. McPherson and Morton O. Schapiro: Tracking the Costs and Benefits

of Postsecondary Education: Implications for National Surveys

David W. Breneman and Frederick J. Galloway: Special Issues in Postsecondary

Education and Lifelong Learning

Discussant Comments by Jamie Merisotis, Jim McKenney, and Paula Knepper

7 New Data Collection Methodologies, Part I: Observational Strategies

James W. Stigler: Large-Scale Video Surveys for the Study of Classroom Processes

Discussant Comments by Kevin F. Miller

8 Education for Work: Curriculum, Performance, and Labor Market

Outcomes

Peter Capelli: Education and Work: Curriculum, Performance, and Job-Related 

Outcomes

Discussant Comments by David Stern

9 Using Administrative Records and New Developments in Technology

Fritz Scheuren: Administrative Record Opportunities in Education Survey 

Research

Glynn D. Ligon: New Developments in Technology: Implications for Collecting, 

Storing, Retrieving, and Disseminating National Data for Education

Discussant Comments by Barbara S. Clements, Dennis Carroll, and William 

H. Freund

48 From Data to Information—Conference Proceedings
From Data to Information—Conference Proceedings 49