Geoffrey D. Borman

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Geoffrey D. Borman is an American quantitative methodologist and policy analyst. He received his Ph.D. from the University of Chicago in 1997 and is currently a professor of Educational Leadership & Policy Analysis, Educational Psychology, and Educational Policy Studies in the School of Education at the University of Wisconsin-Madison, Deputy Director of the University of Wisconsin-Madison’s Predoctoral Interdisciplinary Research Training Program [1], a Senior Researcher with the Consortium for Policy Research in Education [2] at the Wisconsin Center for Education Research[3], and the lead analyst for the Center for Data-Driven Reform in Education at Johns Hopkins University [4]. Borman's main research interests revolve around social stratification and the ways in which educational policies and practices can help address and overcome inequality. His primary methodological interests include the synthesis of research evidence, the design of quasi-experimental and experimental studies of educational innovations, and the specification of school-effects models.

Borman's scholarship has contributed to understanding how federal education programs have reduced the persistent achievement gaps in American society. His recent book, Title I: Compensatory Education at the Crossroads (Borman, Stringfield, & Slavin, 2001) [5], discussed the history, student achievement effects, and future of the federal government's largest investment in elementary and secondary education: Title I of the Elementary and Secondary Education Act of 1965 (most recently reauthorized as the No Child Left Behind Act of 2002). In addition, his article "National Efforts to Bring Reform to Scale in High-Poverty Schools: Outcomes and Implications" [6], traced the history and academic effects of America's investments in elementary and secondary education over the period 1965-2001 (Borman, 2005). His recent work has demonstrated how randomized controlled trials (RCTs) can be applied to studying the large-scale effects of educational policies and programs implemented on a widespread basis in field settings. Most notably, Dr. Borman's national RCT, "Final Reading Outcomes of the National Randomized Field Trial of Success for All" (Borman, Slavin, Cheung, Chamberlain, Madden, & Chambers, 2007) estimated the effects of a popular nationally disseminated reading program for young children from high-poverty schools [7]. When asked by Education Week reporter Deb Viadero about the study, the director of the Institute of Education Sciences of the U.S. Department of Education, Grover Whitehurst, was recently quoted as saying: "It's a sophisticated study that uses everything the evaluation field has come to recognize as high quality" (May 11, 2005, p. 2, 15). Borman serves on the advisory boards of numerous national and regional research and development initiatives, is a Principal Standing Panel Member of the Education Systems and Broad Reform Research Review Panel of the U.S. Department of Education, Institute of Education Sciences and was recently named to the 15-member Urban Education Research Task Force established to advise the U.S. Department of Education on issues affecting urban education. He was the recipient of a 2002 National Academy of Education/Spencer Postdoctoral Fellowship Award [8], the 2004 Raymond Cattell Early Career Award from the American Educational Research Association [9], and the 2004 American Educational Research Association Review of Research Award [10]. When Borman received the American Educational Research Association Early Career Award in San Diego on April 14, 2004 at the Awards Presentation and Presidential Address of the American Educational Research Association Annual Meeting [11], Stephen Raudenbush, the Lewis-Sebring Professor in Sociology at the University of Chicago and the Chair of the Award Committee, stated that his "books and numerous articles have established Geoffrey Borman as one of the nation's premier researchers on federal education policy for children living in poverty."

[edit] Select bibliography

Borman, G.D. (2005). National efforts to bring reform to scale in high-poverty schools: Outcomes and implications. In L. Parker (Ed.), Review of Research in Education, 29 (pp. 1-28). Washington, DC: American Educational Research Association.

Borman, G.D., & Boulay, M. (Eds.) (2004). Summer learning: Research, policies, and programs. Mahwah, NJ: Erlbaum.

Borman, G.D., & Dowling, N.M. (2006). The longitudinal achievement effects of multi-year summer school: Evidence from the Teach Baltimore randomized field trial. Educational Evaluation and Policy Analysis, 28, 25-48.

Borman, G.D., & D'Agostino, J.V. (1996). Title I and student achievement: A meta-analysis of federal evaluation results. Educational Evaluation and Policy Analysis, 18, 309-326.

Borman, G.D., Hewes, G.M., Overman, L.T., & Brown, S. (2003). Comprehensive school reform and achievement: A meta-analysis. Review of Educational Research, 73, 125-230.

Borman, G.D., Slavin, R.E., Cheung, A., Chamberlain, A., Madden, N., & Chambers, B. (2007). Final reading outcomes of the national randomized field trial of Success for All. American Educational Research Journal, 44, 701-731.

Borman, G.D., Stringfield, S.C., & Slavin, R.E. (Eds.) (2001). Title I: Compensatory education at the crossroads. Mahwah, NJ: Erlbaum.