Geoffrey D. Borman
Encyclopedia
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 education and sociology at the University of Wisconsin–Madison
, Deputy Director of the University of Wisconsin–Madison’s Predoctoral Interdisciplinary Research Training Program, and a Senior Researcher with the Consortium for Policy Research in Education http://www.wcer.wisc.edu/cpre/ at the Wisconsin Center for Education Research http://www.wcer.wisc.edu.
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 (or meta-analysis
), 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 gap
s in American society. His 2001 book, Title I: Compensatory Education at the Crossroads (Borman, Stringfield, & Slavin, 2001), 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). His article "National Efforts to Bring Reform to Scale in High-Poverty Schools: Outcomes and Implications", traced the history and academic effects of America's investments in elementary and secondary education over the period 1965-2001 (Borman, 2005).
His 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. Over the past ten years, Borman has led or co-directed twelve major randomized controlled trials, which have included randomization and delivery of educational interventions at the student, classroom, school, and district levels. One notable example is his recent RCT, "Final Reading Outcomes of the National Randomized Field Trial of Success for All
" (Borman, Slavin, Cheung, Chamberlain, Madden, & Chambers, 2007), which estimated the effects of a popular nationally disseminated reading program for young children from high-poverty schools. 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 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 has been appointed as a methodological expert to advise many national research and development projects, including the National Research Center on the Gifted and Talented and three of the nation’s regional educational laboratories funded by the Institute of Education Sciences. He serves on the editorial boards of six academic journals, including the American Educational Research Journal, Research Synthesis Methods, and Elementary School Journal. He 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 named to the 15-member Urban Education Research Task Force established to advise the U.S. Department of Education on issues affecting urban education. His research has been funded by a variety of organizations, including the National Science Foundation, U.S. Department of Education, Office of Educational Research and Improvement, Institute of Education Sciences, American Educational Research Association Grants Program, Spencer Foundation, Open Society Institute, and Smith-Richardson Foundation, among others.
, the 2004 American Educational Research Association Review of Research Award, and the 2008 American Educational Research Association Palmer O. Johnson Award. When he 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, 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." In 2009, Dr. Borman’s significant contributions to the field of education research were recognized by his nomination and selection as a Fellow of the American Educational Research Association.
Borman, G.D. (2009). The use of randomized trials to inform education policy. In G. Sykes, B. Schneider, D.N. Plank (Eds.), Handbook of education policy research (pp. 129–138). New York: Routledge.
Borman, G.D., Benson, J, & Overman, L. (2009). A randomized field trial of the Fast ForWord Language computer-based training program. Educational Evaluation and Policy Analysis, 31, 82-106.
Borman, G.D., & Grigg, J.A. (2009). Visual and narrative interpretation. In H. Cooper, L. Hedges, & J. Valentine (Eds.) The handbook of research synthesis (2nd ed.) (pp. 497–519). New York: Russell Sage Foundation.
Borman, G.D., & Dowling, N.M. (2008). Teacher attrition and retention: A meta-analytic and narrative review of the research. Review of Educational Research, 78, 367-409.
Borman, G.D., Dowling, N.M., & Schneck, C. (2008). A multi-site cluster randomized field trial of Open Court Reading. Educational Evaluation and Policy Analysis, 30, 389-407.
Borman, G.D., Gamoran, A., & Bowdon, J. (2008). A randomized trial of teacher development in elementary science: First-year achievement effects. Journal of Research on Educational Effectiveness, 1, 237-264.
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., & 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. (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., 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., Stringfield, S.C., & Slavin, R.E. (Eds.) (2001). Title I: Compensatory education at the crossroads. Mahwah, NJ: Erlbaum.
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.
University of Chicago
The University of Chicago is a private research university in Chicago, Illinois, USA. It was founded by the American Baptist Education Society with a donation from oil magnate and philanthropist John D. Rockefeller and incorporated in 1890...
in 1997 and is currently a professor of education and sociology at the University of Wisconsin–Madison
University of Wisconsin–Madison
The University of Wisconsin–Madison is a public research university located in Madison, Wisconsin, United States. Founded in 1848, UW–Madison is the flagship campus of the University of Wisconsin System. It became a land-grant institution in 1866...
, Deputy Director of the University of Wisconsin–Madison’s Predoctoral Interdisciplinary Research Training Program, and a Senior Researcher with the Consortium for Policy Research in Education http://www.wcer.wisc.edu/cpre/ at the Wisconsin Center for Education Research http://www.wcer.wisc.edu.
Activities and interests
Borman's main research interests revolve around social stratificationSocial stratification
In sociology the social stratification is a concept of class, involving the "classification of persons into groups based on shared socio-economic conditions ... a relational set of inequalities with economic, social, political and ideological dimensions."...
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 (or meta-analysis
Meta-analysis
In statistics, a meta-analysis combines the results of several studies that address a set of related research hypotheses. In its simplest form, this is normally by identification of a common measure of effect size, for which a weighted average might be the output of a meta-analyses. Here the...
), 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 gap
Achievement gap
Achievement gap refers to the observed disparity on a number of educational measures between the performance of groups of students, especially groups defined by gender, race/ethnicity, and socioeconomic status. The achievement gap can be observed on a variety of measures, including standardized...
s in American society. His 2001 book, Title I: Compensatory Education at the Crossroads (Borman, Stringfield, & Slavin, 2001), 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
Elementary and Secondary Education Act
The Elementary and Secondary Education Act , is a United States federal statute enacted April 11, 1965. It was passed as a part of President Lyndon B. Johnson's "War on Poverty" and has been the most far-reaching federal legislation affecting education ever passed by Congress...
of 1965 (most recently reauthorized as the No Child Left Behind Act
No Child Left Behind Act
The No Child Left Behind Act of 2001 is a United States Act of Congress concerning the education of children in public schools.NCLB was originally proposed by the administration of George W. Bush immediately after he took office...
of 2002). His article "National Efforts to Bring Reform to Scale in High-Poverty Schools: Outcomes and Implications", traced the history and academic effects of America's investments in elementary and secondary education over the period 1965-2001 (Borman, 2005).
His 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. Over the past ten years, Borman has led or co-directed twelve major randomized controlled trials, which have included randomization and delivery of educational interventions at the student, classroom, school, and district levels. One notable example is his recent RCT, "Final Reading Outcomes of the National Randomized Field Trial of Success for All
Success for All
Success for All refers to standards-based Comprehensive School Reform curricula for early childhood through middle school, produced by the nonprofit organization Success for All Foundation ....
" (Borman, Slavin, Cheung, Chamberlain, Madden, & Chambers, 2007), which estimated the effects of a popular nationally disseminated reading program for young children from high-poverty schools. When asked by Education Week reporter Deb Viadero about the study, the director of the Institute of Education Sciences
Institute of Education Sciences
The Institute of Education Sciences, created as part of the Education Sciences Reform Act of 2002, is the primary research arm of the United States Department of Education. It is the successor to the Office of Educational Research and Improvement . The first director of IES was Grover Whitehurst,...
of the U.S. Department of Education, Grover Whitehurst
Grover Whitehurst
Grover Whitehurst is the former director of the Institute of Education Sciences , which is the research arm of the United States Department of Education...
, was 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 has been appointed as a methodological expert to advise many national research and development projects, including the National Research Center on the Gifted and Talented and three of the nation’s regional educational laboratories funded by the Institute of Education Sciences. He serves on the editorial boards of six academic journals, including the American Educational Research Journal, Research Synthesis Methods, and Elementary School Journal. He 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 named to the 15-member Urban Education Research Task Force established to advise the U.S. Department of Education on issues affecting urban education. His research has been funded by a variety of organizations, including the National Science Foundation, U.S. Department of Education, Office of Educational Research and Improvement, Institute of Education Sciences, American Educational Research Association Grants Program, Spencer Foundation, Open Society Institute, and Smith-Richardson Foundation, among others.
Awards and honors
He was the recipient of a 2002 National Academy of Education/Spencer Postdoctoral Fellowship Award, the 2004 Raymond Cattell Early Career Award from the American Educational Research AssociationAmerican Educational Research Association
The American Educational Research Association, or AERA, was founded in 1916 as a professional organization representing educational researchers in the United States and around the world....
, the 2004 American Educational Research Association Review of Research Award, and the 2008 American Educational Research Association Palmer O. Johnson Award. When he 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, Stephen Raudenbush
Stephen Raudenbush
Stephen Raudenbush is the Lewis-Sebring Professor of Sociology and Chairman of the Committee on Education at the University of Chicago. He is best known for his development and application of hierarchical linear models in the field of education but he has also published on other subjects such as...
, 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." In 2009, Dr. Borman’s significant contributions to the field of education research were recognized by his nomination and selection as a Fellow of the American Educational Research Association.
Select bibliography
Borman, G.D., & Dowling, N.M. (2010). Schools and inequality: A multilevel analysis of Coleman’s Equality of Educational Opportunity data. Teachers College Record, 112, 1201-1246.Borman, G.D. (2009). The use of randomized trials to inform education policy. In G. Sykes, B. Schneider, D.N. Plank (Eds.), Handbook of education policy research (pp. 129–138). New York: Routledge.
Borman, G.D., Benson, J, & Overman, L. (2009). A randomized field trial of the Fast ForWord Language computer-based training program. Educational Evaluation and Policy Analysis, 31, 82-106.
Borman, G.D., & Grigg, J.A. (2009). Visual and narrative interpretation. In H. Cooper, L. Hedges, & J. Valentine (Eds.) The handbook of research synthesis (2nd ed.) (pp. 497–519). New York: Russell Sage Foundation.
Borman, G.D., & Dowling, N.M. (2008). Teacher attrition and retention: A meta-analytic and narrative review of the research. Review of Educational Research, 78, 367-409.
Borman, G.D., Dowling, N.M., & Schneck, C. (2008). A multi-site cluster randomized field trial of Open Court Reading. Educational Evaluation and Policy Analysis, 30, 389-407.
Borman, G.D., Gamoran, A., & Bowdon, J. (2008). A randomized trial of teacher development in elementary science: First-year achievement effects. Journal of Research on Educational Effectiveness, 1, 237-264.
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., & 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. (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., 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., Stringfield, S.C., & Slavin, R.E. (Eds.) (2001). Title I: Compensatory education at the crossroads. Mahwah, NJ: Erlbaum.
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.
External links
- Borman's faculty page at the University of Wisconsin–Madison