Multiple Perspectives on Multiple Pathways: Author Biographies

HENRY E. BRADY is Class of 1941 Monroe Deutsch Professor of Political Science and Public Policy at the University of California, Berkeley with appointments in the Department of Political Science and the Goldman School of Public Policy.  He is also faculty director of Berkeley’s Survey Research Center and the University of California Data Archive and Technical Assistance (UC DATA) program.  He has a Ph.D. in economics and political science from MIT and undergraduate degrees in mathematics and physics from Harvey Mudd College.  He is the author or co-author of over sixty professional articles and half a dozen books and monographs including Letting the People Decide (1992), Voice and Equality (1995), Rethinking Social Inquiry (2004), Capturing Campaign Effects (2006), and the forthcoming Buried Memories:  Political Mobilization and the Collapse of the Soviet Union (2007).  He has written extensively on research methods and statistical techniques for analyzing social science data in Psychometrika, Evaluation Review, Political Analysis, and other journals, and he is past president of the Political Methodology Society.  In addition to writing on elections and public opinion in America, Canada, Estonia, and Russia, he has written books, articles, and reports on public policy topics including:

• Social welfare policy (Expensive Children in Poor Families: The Intersection of Childhood Disability and Welfare (2000)and“Seasonal Employment Dynamics and Welfare Use in Agricultural and Rural California Counties” (2002)),

• Voting systems (Counting All the Votes (2001) and  “The Butterfly Did It: The Aberrant Vote for Buchanan in Palm Beach County, Florida” (2002)),

• Computers and the social sciences (Cyberinfrastructure and the Social Sciences (2005)),

• Family leave (“Family Policy, Unions, and Political Participation:  The Case of Family Leave” (2005)), and

• Statewide demographic trends (California Immigrant Households and Public-Assistance Participation in the 1990s (2005) and Return on Investment:  Educational Choices and Demographic Change in California’s Future (2006))

In 2004 he was elected a member of the American Academy of Arts and Sciences.

PATRICIA GANDARA is Professor of Education at the University of California, Los Angeles. She is Co-Director of the Civil Rights Project/El Proyecto de CRP at UCLA, and Associate Director of the UC Linguistic Minority Research Institute. She has been a Postsecondary Education Commissioner for California, and has directed education research in the California Assembly Office of Research. Her primary areas of research and teaching are in educational equity, assessment, and the education of English Learners. Among her recent publications are: Unequal Resources, Unequal Outcomes: English Learners in California (with Rumberger, Callahan, & Maxwell-Jolly, EPAA, 2003); School Connections: U.S. Mexican Youth, Peers, and School Achievement (with Gibson & Koyama), Teachers College Press, 2004; Fragile Futures: Risk and Vulnerability among high achieving Latinos, ETS, 2006, and Expanding Opportunity in Higher Education, Leveraging Promise (with Orfield & Horn), SUNY Press, 2006.

W. NORTON GRUBB is a professor and the David Gardner Chair in Higher Education at the School of Education, the University of California, Berkeley, where he is also the Faculty Coordinator for the Principal Leadership Institute. His interests include higher education, especially community colleges; the effects of resources in schools; the occupational roles of education; and urban education. He has most recently completed a book about the occupational transformations of American schooling, The Education Gospel: The Economic Power of Schooling, published in fall 2004 by Harvard University Press. He also consults extensively with community colleges, high schools, and public policy groups about both institutional and policy reforms. He received his doctorate in economics from Harvard University in 1975.

JOSEPH KAHNE is the Abbie Valley Professor of Education and Dean of the School of Education at Mills College. Professor Kahne publishes regularly on the democratic purposes of education and on urban school reform. He is just completing a three year study of Chicago’s high schools and the small school reform effort in particular (co-directed with John Easton of the Consortium on Chicago School Research). He is also conducting a statewide study of the civic/democratic commitments, capacities and activities of high school students in California. The study also examines the distribution and impact of school-based opportunities that aim to shape those outcomes.

Dr. Kahne received a Ph.D. in Educational Policy and Administration and an M.A. in Political Science from Stanford University and a B.A. in Economics from Wesleyan University. Prior to graduate school, Joseph Kahne taught high school social studies in the New York City public schools.

SAMUEL R. LUCAS obtained his bachelor’s degree from Haverford College in 1986, was awarded a National Science Foundation Minority Graduate Fellowship in 1988, and completed his doctoral degree in Sociology from the University of Wisconsin-Madison as a Ford Foundation Minority Doctoral Dissertation Fellow in 1994. He was elected to the Sociological Research Association, an honorary society, in 2002.

Lucas’ research and teaching interests lie in the sociology of education, social stratification, methods, and statistics. He has served as a member of the American Sociological Association Task Force on the Amicus Brief for Grutter v. Bollinger, as a Consulting Editor for the American Journal of Sociology, and has reviewed for journals such as Demography, the American Sociological Review, Social Forces, and the American Educational Research Journal. He is currently serving on the Editorial Board of Sociology of Education, on the Technical Review Panel for the Education Longitudinal Study, on the Expert Panel on Measurement of SES in the National Assessment of Educational Progress, and as Chair of the American Sociological Association Task Force on Academic Freedom and Scientific Integrity.

Sociology of Education, on the Technical Review Panel for the Education Longitudinal Study, on the Expert Panel on Measurement of SES in the National Assessment of Educational Progress, and as Chair of the American Sociological Association Task Force on Academic Freedom and Scientific Integrity. Lucas co-authored Inequality by Design: Cracking the Bell Curve Myth with five colleagues in the Sociology Department at Berkeley, which received a Gustavus Myers Center Award for the Study of Human Rights in North America in 1997. His book on tracking, titled Tracking Inequality: Stratification and Mobility in American High Schools, received the Willard Waller Award from the Sociology of Education Section of the American Sociological Association in 2000 for the most outstanding book in the sociology of education for 1997, 1998, and 1999. With his collaborator, Mark Berends (Vanderbilt), Lucas recently completed a cross-time comparative analysis of tracking in the United States sponsored by the Spencer Foundation and the United States Department of Education. He has also just completed a book on effects of race and sex discrimination in the United States. Lucas is currently an Associate Professor of Sociology at the University of California-Berkeley and a Visiting Scholar at the Czech Academy of Sciences Institute of Sociology. More information is available at his home-page at http:// sociology.berkeley.edu/faculty/lucas

HUGH MEHAN is Professor of Sociology and Director of The Center for Research on Educational Equity, Access, and Teaching Excellence (CREATE) at UCSD, appointments that link his commitments to research and practice. CREATE coordinates efforts at UCSD to improve the academic preparation of under represented students in the community through partnerships with K-12 schools and districts and the Preuss School, UCSD’s on-campus model charter school.

Since receiving his Ph.D. in Sociology from UC Santa Barbara in 1971, he has studied classroom organization, educational testing, tracking and untracking, computer use in schools and the construction of identities such as the “competent student,” the “learning disabled student,” the “mentally ill patient” and the “genius.” He has worked closely with K-12 educators so that they can make informed decisions to insure that excellent educational opportunities are available to all children.

He has authored six books (The Reality of Ethnomethodology, Learning Lessons, Handicapping the Handicapped, Constructing School Success), Extending School Reform: From One School to Many and Reform as Learning: School Reform, Organizational Culture, and Community Politics in San Diego and edited 4 (Language Use and School Performance, The Write Help, The Social Organization of Intellectual Behavior, and The Discourse of the Nuclear Arms Race).

His recently published book, Reform as Learning (with Mary Kay Stein and Lea Hubbard), discusses the contentious cultural and political controversies engendered by the reforms instituted by Alan Bersin and Tony Alvarado in San Diego from 1998-2003.

Elected to the National Academy of Education in 1997, he is the recipient of 4 teaching awards and a public service award at UCSD: The Thurgood Marshall College Outstanding Teaching Award in 1991, the Eleanor Roosevelt College Outstanding Teaching Award in 1994, The Academic Senate’s Outstanding Teacher Award in 1997, the Muir College “Most Valuable Professor” [MVP] award in 2001, and the Chancellors’ Associates “Outstanding Faculty Member” award in 2004. He was presented the George and Louise Spindler award for outstanding contributions to anthropology and education by the American Anthropological Association in November 2006.

ELLEN MIDDAUGH is currently a doctoral student in Human Development at UC Berkeley’s Graduate School of Education and is a Research Associate at Mills in the Institute for Civic Leadership. For several years now, she has been conducting both qualitative and quantitative studies of civic education and law-related education programs and of civic and political socialization more generally. Her research interests focus on cultural and social contextual influences on the development of youth civic identity. Relevant publications include:

• Middaugh, E. & Kahne, J.  (Forthcoming).  "Civic Development in Context:  High School Students’ Beliefs about civic Engagement and the Implications for Civic Education."  Forthcoming in Educating Citizens for Troubled Times: Qualitative Studies of Current Efforts. Edited by Judith Pace and Janet Bixby. 

• Kahne, J. & Middaugh, E. (2006).  "Is Patriotism Good for Democracy?  A Study of High School Seniors’ Patriotic Commitments."  Published in the April, 2006 issue of Phi Delta Kappan

• Middaugh, E. & Perlstein, D. (2005).  "Thinking and Teaching in a Democratic Way:  Hilda Taba and the Ethos of Brown."   Journal of Curriculum and Supervision, 20(3), 234-258. 

JEANNIE OAKES is Presidential Professor in Educational Equity and Director of the University of California’s All Campus Consortium on Research for Diversity (ACCORD) and Co-Director of UCLA’s Institute for Democracy, Education & Access (IDEA). Oakes teaches in UCLA’s Graduate School of Education and Information Studies Ph.D. program in Urban Schooling Division and in UCLA’s Center X Teacher Education Program. Oakes’ research focuses on schooling inequalities and follows the progress of educators and activists seeking socially just schools. She is the author of 17 scholarly books and monographs and more than 100 published research reports, chapters, and articles. An updated edition of her landmark book, Keeping Track: How Schools Structure Inequality was published in 2005 by Yale University Press. Oakes newest book (with UCLA colleague John Rogers), Learning Power: Organizing for Education and Justice (Teachers College Press), released in April 2006, reports on students, parents, teachers, and grassroots groups struggling for more socially just schools. Oakes’ awards include three major awards from the American Educational Research Association (Early Career Award; Outstanding Research Article; and the 2001 Outstanding Book Award for Becoming Good American Schools: The Struggle for Civic Virtue in Education Reform) and the Lifetime Achievement Award from the California Education Research Association. She is also the recipient of the National Association for Multicultural Education’s Multicultural Research Award, the Jose Vasconcellos World Award in Education, and a Distinguished Achievement Award from the Educational Press Association of America. She is a member of the National Academy of Education.

PAUL M. ONG is a Professor at UCLA’s School of Public Affairs and Department of Asian American Studies, director of the Ralph and Goldy Lewis Center for Regional Policy Studies, and former chair of the Department of Urban Planning. He holds a master’s degree in urban planning and a doctorate in economics. He has conducted research on dislocated workers, racial inequality in the labor market, urban inequality, welfare-to-work, transportation mismatch, and the socioeconomic distribution of air pollution.  He was the founding editor of the State of California Labor and the senior editor of AAPI NEXUS: Asian American and Pacific Islander Policy, Practice and Community. He has served on advisory committees for U.S. Bureau of the Census, California’s Employment Development Department and Department of Social Services, the South Coast Air Quality Management District, the Getty Research Institute, the California Wellness Foundation, RAND, and the Transportation Research Board and the National Research Council. 

MANUEL PASTOR is Professor of Latin American and Latino Studies and Co-Director of the Center for Justice, Tolerance, and Community at the University of California, Santa Cruz. In fall 2007, he will begin as a Professor of Geography and American Studies & Ethnicity at the University of Southern California. He has received fellowships from the Danforth, Guggenheim, and Kellogg foundations and grants from the Irvine Foundation, the Rockefeller Foundation, the Ford Foundation, the National Science Foundation, the Hewlett Foundation, the MacArthur Foundation, and many others.

His research focuses on themes of social inequality both in the U.S. and abroad.  His research on Latin American issues has been published in journals such as International Organization, World Development, Journal of Development Economics, Journal of Latin American Studies, Latin American Research Review, and Foreign Affairs. His research on U.S. urban issues has been published in such journals as Economic Development Quarterly, Social Science Quarterly, Urban Affairs Review, and Urban Geography, and has generally focused on the labor market and social conditions facing low-income urban communities. 

Dr. Pastor’s most recent book, co-authored with Angela Glover Blackwell and Stewart Kwoh, is entitled Searching for the Uncommon Common Ground:  New Dimensions on Race in America (W.W. Norton, 2002).  He co-authored with Peter Dreier, Eugene Grigsby, and Marta Lopez-Garza Regions That Work: How Cities and Suburbs Can Grow Together (University of Minnesota Press, 2000), a book that has become a reference for those seeking to better link community and regional development.  Along with Jennifer Wolch and Peter Dreier, he edited a collection of essays entitled Up Against the Sprawl:  Public Policy and the Making of Southern California (University of Minnesota Press, 2004).

Dr. Pastor speaks frequently on issues of community empowerment and has contributed opinion pieces to such outlets as the Los Angeles Times, the San Jose Mercury News, and the Christian Science Monitor. He served as a member of the Commission on Regions appointed by California’s Speaker of the State Assembly, and in January 2002 was awarded a Civic Entrepreneur of the Year award from the California Center for Regional Leadership.

KAREN HUNTER QUARTZ is the Director of Research of Center X, the institutional home of UCLA’s professional credentialing and advancement programs for teachers and educational leaders. In addition, Quartz is Co-director of the Los Angeles Small Schools Collective and oversees its research and evaluation activities within the Belmont Zone of Choice in central Los Angeles. Quartz received her Ph.D. from UCLA in 1994. From 1998 to 1999, she was Assistant Research Scientist at The Center for Research in Educational Equity, Assessment, and Teaching Excellence (CREATE) at the University of California, San Diego where she worked with Hugh Mehan on a Spencer-funded study, Co-constructing San Diego’s Institute for Learning. From 1999 to 2006, Quartz was the Assistant Director for Research of UCLA’s Institute for Democracy, Education, and Access where she directed the Urban Teacher Education Collaborative. She has also taught courses in qualitative research methods, education and philosophy at UCLA, UCSD, and the University of Western Ontario. Dr. Quartz’s research and writing focus on the culture of school reform, the creation of democratic learning communities, and the development of university-assisted high schools. For the past six years, she has also led the UCLA Longitudinal Study of Urban Educators, contributing to research on teacher retention and career development. In addition to several presentations and articles, Quartz co-edited (with Jeannie Oakes) Creating New Educational Communities (University of Chicago Press, 1995) and co-authored (with Jeannie Oakes, Steve Ryan and Martin Lipton) Becoming Good American Schools: The Struggle for Civic Virtue in Education Reform (Jossey Bass, 2000), recipient of the 2001 American Educational Research Association’s Outstanding Book Award. Dr. Quartz also received the American Association of Colleges of Teacher Education’s Outstanding Writing Award for her article, “Too angry to leave: Supporting New Teachers’ Commitment to Transform Urban Schools.” (Journal of Teacher Education, 2003)

DAVID RATTRAY serves as the Vice President of Education and Workforce Development for the Los Angeles Area Chamber of Commerce and President of UNITE-LA – the School-to-Career Partnership of Los Angeles. After being a strategic partner, he joined the Chamber formally in 2003. Since 1998, he has lead UNITE-LA in building business and educational partnerships toward a goal of improving the academic achievement and enthusiasm for learning for all Los Angeles students. Rattray serves on the L.A. City Workforce Investment Board and Youth Council, serves as the Vice Chair State Workforce Investment Board’s Lifelong Learning Committee, chaired a Working Group for the Legislative Joint Committee for the K-University Master Plan, and serves on the board of Junior Achievement and over 10 CBO’s and organizations.

Prior to this role with the Chamber and UNITE-LA, he spent over 20 years in the food service distribution industry. Rattray held numerous executive positions such as Vice President Operation-West, Vice President MIS, and Executive Vice President with food service distribution giants CFS Continental and Sysco. In the six years previous to joining UNITE-LA, Rattray worked at US Foodservice (formerly Rykoff- Sexton) Corporation, one of the largest food service distribution companies in the nation. While Western Regional Vice President, Rattray led a region of 10 divisions and 1,200 associates and sales of over $400 million for Rykoff. He is married and a father of three grown children and has a MBA from USC.

JOHN ROGERS is an Assistant Professor at UCLA’s Graduate School of Education and Information Studies and the Director of UCLA’s Institute for Democracy, Education, and Access which he co-founded with Jeannie Oakes in 2000. He also is the faculty Co-Director of UCLA’s Principal Leadership Institute. His research centers on the democratization of knowledge and power as a means for creating socially just conditions in urban schools and urban communities. Rogers writes about the role of parents and organized community groups in school improvement and about strategies for engaging youth as researchers in equity-based educational reform. He is the author (with Jeannie Oakes) of Learning Power: Organizing for Education and Justice (2006).

MIKE ROSE is a professor in the Social Research Methodology Division of the UCLA Graduate School of Education and Information Studies. He teachers courses in research methods, in writing for professional and general audiences, in risk and academic under preparation, and in language and literacy. His research interests are primarily in the areas of literacy, cognition, and teaching, with more recent publications in the areas of work and cognition, research methodology, and the training of graduate students in education. His books include Lives on the Boundary: The Struggles and Achievements of America’s Underprepared, Possible Lives: The Promise of Public Education in America, The Mind At Work: Valuing the Intelligence of the American Worker, and An Opening Language: Selected Writing on Literacy, Learning and Opportunity. He received his PhD from UCLA in 1981 under the direction of Richard J. Shavelson.

Marisa Saunders is a post-doctoral fellow at the Institute for Democracy, Education and Access (IDEA) at the University of California, Los Angeles. Her research focuses on the academic success of underrepresented youth and the trajectories of students from high school towards varied postsecondary options. She has been extensively involved in IDEA’s Futures project, an intervention and longitudinal study that has worked with a group of students (now young adults) to promote their success in high school and beyond. She has a M.A. from Stanford University, and a Ed.D. from Harvard’s Graduate School of Education.

ROMAN STEARNS is Director of Policy Analysis and Development for ConnectEd: The California Center for College and Career, founded in 2006 by the James Irvine Foundation to promote the development of multiple pathways for high school students to simultaneously pursue both college and career options.

From 2000-2006 he worked at the UC Office of the President, first as Director of the “A-G Guide Project,” and then as Special Assistant to the Director of Admissions. He was influential in transforming UC’s course approval process and K-12 educators’ understanding of it. He has worked extensively with career-technical educators to promote the development and presentation of academically rigorous career-technical courses to meet UC’s a-g requirements. In 2003, he took on additional responsibilities to promote admissions policies and procedures that ensure that students from a range of educational options (charter schools, home schoolers, online education, etc.) have equal access to UC.

He came to UC following 15 years working at the secondary level, as a teacher, district administrator and county school reform director. During that time, he served on National School-to-Work Advisory Board and several regional and state boards and advisory committees.

Roman holds a B.S. in human development from Cornell University, a M.A. in education from Stanford University, and teaching and administrative credentials from California State University campuses. He lives in Oakland with his wife.

DAVID STERN is Professor of Education at the University of California, Berkeley.

From 2003 to 2005 he chaired the faculty committee that oversees undergraduate admissions to Berkeley, and was also vice chair of the faculty committee that sets admissions policy for the entire University of California system.  From 1995 to 1999 he served as 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.  His current research interests include access to higher education and development of social enterprise for learning.  David Stern is the lead author of several books, including:  School to Work: Research  on 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 is also lead editor of International Perspectives on the School-to-Work Transition (with D. Wagner, 1999); Active Learning for Students and Teachers (with G. Huber, 1997);  Market Failure in Training (with J.M.M. Ritzen, 1991); and Adolescence and Work: Influences of Social Structure, Labor Markets and Culture (with D. Eichorn, 1989).

JON STILES received his doctorate in Sociology from the University of California, Berkeley in 2006, and is the director of archive services for the UC Data Archive and Technical Assistance program at UC Berkeley’s Survey Research Center. His research interests include population dynamics, immigration, segregation, inequality and stratification, and transfer programs. He has been involved with evaluations of California’s Cal-Learn program, examined impacts of PRWORA on immigrants’ use of public assistance programs, created statistical profiles of Latino and Asian populations in California, and tracked changes in the American population throughout the course of the 20th century using decennial census data. Recent publications address biases in federal estimates of food stamp rates, the use and validation of survey-based and administrative reports of public assistance, patterns of segregation in metropolitan U.S. since 1960, and population changes and educational outcomes for California in the next 50 years.

MICHAEL A. STOLL is an Associate Professor of Public Policy in the School of Public Affairs at UCLA.  He received his Ph.D. from MIT in Urban Planning and a BS in Political Economy from UC Berkeley.  In 1999-2000, he served as a Visiting Scholar at the Russell Sage Foundation in New York City in 1999-2000.  His main research interests include the study of urban poverty and inequality, specifically the interplay of labor markets, race/ethnicity, geography and workforce development.  

VERONICA TERRIQUEZ is a Ph.D student in the sociology department at UCLA. Her research focuses on school and urban spatial inequalities, parental school involvement, and community organizing. She has a M.Ed from U.C. Berkeley and a B.A. from Harvard.

ANDREA VENEZIA is Senior Policy Associate at WestEd. Her work examines education policy, particularly as related to equity and the transition from K-12 to postsecondary education. Venezia earned a Ph.D. in Public Policy from the Lyndon B. Johnson School of Public Affairs at The University of Texas at Austin, and a M.A. from Stanford University’s School of Education. She has worked for a variety of state, federal, and not-for-profit entities, including the National Center for Public Policy and Higher Education, the Stanford Institute for Higher Education Research, the Texas Higher Education Coordinating Board, and the National Education Goals Panel.

ELLIOT WASHOR is the co-founder and co-director of The Big Picture Company in Providence, Rhode Island. He is also the co-founder of The Met Center in Providence, RI. Elliot has been involved in school reform for more than 30 years as a teacher, principal, administrator, video producer and writer. He has taught and is interested in all levels of school from kindergarten through college, in urban and rural settings, across all disciplines. His work has spanned across school design, pedagogy, learning environments, and education reform. He is supporting others doing similar work throughout the world. Elliot’s interests lie in the field of how schools can connect with communities to understand tacit and disciplinary learning both in and outside of school. At Thayer High School in Winchester, NH, his professional development programs won an “Innovations in State and Local Government Award” from the Ford Foundation and the Kennedy School of Government at Harvard University. He has been selected as the educator to watch in Rhode Island. His dissertation on Innovative Pedagogy and New Facilities won the merit award from DesignShare, the international forum for innovative schools.