CPRE Staff

Allan Odden is a Professor of Educational Administration at the University of Wisconsin-Madison. He is the director of the CPRE Education Finance Research Program and principal investigator for the CPRE Teacher Compensation project. He formerly was professor of education policy and administration at the University of Southern California and Director of Policy Analysis for California Education (PACE), and educational policy studies consortium of USC, Stanford University and the University of California, Berkeley.

He is an international expert on education finance, teacher compensation and evaluation, school-based financing, resource allocation and use, educational policy, school-based management, district and school decentralization, and educational policy implementation. He worked with the Education Commission of the States for a decade, serving as assistant executive director, director of policy analysis and research, and director of its educational finance center. He was president of the American Educational Finance Association in 1979-80, and received its distinguished service award in 1998. He served as research director for special state educational finance projects in Connecticut (1974-75), Missouri (1975-77), South Dakota (1975-77), New York (1979-81), Texas (1988), New Jersey (1991) Missouri (1992-93), and Arkansas (2003). He currently is directing research projects on teacher compensation, school finance adequacy and costs of instructional improvement. Odden has written widely, publishing over 200 journal articles, book chapters, and research reports, and 25 books and monographs. He has consulted for governors, state legislators, chief state school officers, national and local union, The National Alliance for Business, the Business Roundtable, New American Schools, the U.S. Congress, the Secretary of Education, and many local school districts.

Odden was a mathematics teacher and curriculum developer in New York City's east Harlem for 5 years. He received his Ph.D. and M.A. degrees from Columbia University, a Masters of Divinity from the Union Theological Seminary and his B.S. from Brown University.

Anabel Aportela is a researcher with the Consortium for Policy Research in Education (CPRE) at the University of Wisconsin-Madison and a doctoral student in Education Leadership and Policy Analysis. Prior to joining CPRE, Anabel spent seven years at the Arizona Department of Education where she served as Director of Research & Policy, responsible for reporting and analysis of student assessment and school accountability results. During this time she co-developed the Arizona Measure of Academic Progress, the state's value-added approach to measuring student progress and led the design of the state's first school accountability system. She also worked as an independent consultant, helping school districts analyze student demographic and assessment information in order to guide district and school decision-making.

Most recently, Anabel has been working on school finance adequacy projects in Wisconsin, Arkansas and Arizona. She holds a B.A. in Public Policy and M.A. in Education Policy from Stanford University.

Sarah Archibald is a researcher at the Consortium for Policy Research in Education at the University of Wisconsin-Madison. For the past nine years, Sarah has been conducting research in the areas of resource reallocation, school reform, school-based budgeting, professional development and school finance adequacy. She helped develop two frameworks for collecting micro-level data, both published in the Journal of Education Finance: a school-level expenditure structure, and a framework for capturing professional development costs at the district and school-level. Sarah is also the coauthor, with Allan Odden, of a book published in 2000, Reallocating Resources: How to Boost Student Achievement without Asking for More.

She recently received her Ph.D. in Educational Leadership and Policy Analysis from the University of Wisconsin-Madison, for which her dissertation used multilevel modeling to analyze the use of standards-based teacher evaluations to identify high-quality teachers. Sarah holds an M.P.A. from the La Follette Institute of Public Affairs, and continues to be interested in the intersection of research and policy. Her B.A. is also from the University of Wisconsin-Madison, in political science.

Lisa Armstrong is a CPRE-veteran at the University of Wisconsin-Madison. She has been with CPRE since 1986. Lisa graduated from high school in Madison, took some college courses, and has made her home here ever since. In addition to her role as office manager for CPRE, we consider her an ambassador for Madison due to her great love of the area.

Trained as a quantitative methodologist through the University of Chicago Education Department's Measurement, Evaluation, and Statistical Analysis program, his main substantive research interests revolve around how schools contribute to social stratification and the ways in which schools can overcome inequality. Borman's primary methodological interests include the review and synthesis of research evidence, the design of quasi-experimental and experimental evaluations of educational innovations, and the specification of school-effects models. His research has been published recently in academic journals, such as Educational Evaluation and Policy Analysis, Review of Educational Research, Elementary School Journal, Peabody Journal of Education, Educational Leadership, Journal of Education for Students Placed At Risk, and Journal of Negro Education . He has recently compiled edited volumes on federal Title I programs, Title I: Compensatory Education at the Crossroads, and on summer school and the phenomenon of summer achievement loss, Summer Learning: Research, Policies, and Programs. His work also has been highlighted within the popular media in various outlets, including The New York Times, The Washington Post, USA Today, Education Week, Education Daily, and NPR's Talk of the Nation .

Eric Camburn is an Assistant Professor in the Department of Educational Leadership and Policy Analysis at the University of Wisconsin-Madison. He is also a Senior Researcher with the Consortium for Policy Research in Education. Camburn's research focuses on urban public schools and their improvement. His early work documented the difficulty poor and minority students in urban school systems have in negotiating the transitions from elementary school to high school and from high school to postsecondary education. His current research centers around understanding efforts to improve instruction in urban schools; including programmatic efforts to improve instruction; the organizational factors that support such improvement efforts; and the impact such change efforts have on leadership practice, instruction, and student achievement. Camburn's recent work also focuses on assessing the validity of self-reports of teaching and leadership practice. Much of Camburn's research involves the use of multi-level statistical models and measurement models, but he has also conducted a number of mixed-method investigations. Camburn's research has appeared in the following journals: the American Educational Research Journal, the American Journal of Education, Educational Administration Quarterly, Educational Evaluation and Policy Analysis, and the Elementary School Journal. Camburn has nearly 20 years of experience in designing and conducting large scale studies of education and is currently a primary investigator on two studies being conducted through the Wisconsin Center for Education Research.

Herb Heneman is the Dickson-Bascom Professor (Emeritus) in Business, Management and Human Resources Department, at the University of Wisconsin-Madison. He also serves as a Senior Research Associate in the Wisconsin Center for Education Research. Herb has been a visiting faculty member at the University of Washington and University of Florida, and was University Distinguished Visiting Professor at The Ohio State University. His research is in the areas of staffing, performance management, union membership growth, work motivation, and compensation systems.

He currently is investigating the design and effectiveness of performance management and compensation systems for school teachers. He is also currently on the Board of Directors of the Society for Human Resource Management Foundation and its Vice President for Research. Herb is the senior author of four textbooks: Managing Personnel and Human Resources: Strategies and Programs (1981), Perspectives on Personnel/Human Resource Management , 3/e (1986), Personnel/Human Resource Management , 4/e (1989), and Staffing Organizations , 4/e (2003). Herb is a Fellow of the Academy of Management, former Chair of its Human Resources Division, and recipient of the Division's Career Achievement Award. Herb is also a member and Fellow of the American Psychological Association and the Society for Industrial and Organizational Psychology. Other memberships include the Industrial Relations Research Association, the American Educational Research Association, the Society for Human Resource Management, the International Personnel Management Association, and the World at Work.

Michael Goetz is a researcher with the Consortium for Policy Research in Education (CPRE) at the University of Wisconsin—Madison. Prior to joining CPRE, Michael managed K-8 educational centers for Score Learning, Inc. in New York and taught middle school math and science in Kansas City. He received a B.A. in Educational Studies from Washington University in St. Louis and is currently pursuing a Ph.D. in Educational Leadership and Policy Analysis at University of Wisconsin—Madison. Michael received a Wisconsin-Spencer Doctoral Research Program Fellowship, a dissertation grant from the American Educational Research Association (AERA), and recently won the American Education Finance Association New Scholar Award.

He has worked on school finance adequacy studies in Arizona (2003-04), Arkansas (2005-06), North Dakota (2007-08) Washington (2005-06), Wisconsin (2005-06), and Wyoming (2005-06). Michael has also performed analyses of school-based resource allocation and restructuring in Hawaii, Missouri, New Jersey, Washington, Wisconsin, and Wyoming. Additionally, Michael has worked with national organizations to evaluate the cost of early childhood education. His dissertation, "When money really matters: Tying resources of specific program and instructional elements to students’ academic growth" uses the NCES ECLS-K database and hierarchical linear modeling, coupled with propensity score analysis, to evaluate the cost-effectiveness of strategies used to promote first grade student learning.

Steve Kimball is an Assistant Researcher with the CPRE Teacher Compensation Project. Steve completed his Ph.D. and M.S. from the U.W.-Madison Department of Educational Administration. His dissertation focused on the implementation and teacher perceptions of two school district evaluation systems based on the Framework for Teaching (Danielson, 1996). His work with the Teacher Compensation Project has included research on the impact of School-based Performance Award Programs and National Board Certification. Steve is currently conducting research on the impact of standards-based teacher evaluation and compensation systems. Before joining CPRE, Steve worked for seven years as a legislative assistant in the U.S. House of Representatives and the U.S. Senate. He was also the Health and Human Services Policy Director of the Texas Office of State-Federal Relations. In these positions, he provided legislative analysis and advocacy on education, health care, labor, childcare, and other social services policy issues.

Michelle Turner Mangan is a research specialist at the Consortium for Policy Research in Education at the University of Wisconsin-Madison, where she conducts research on school finance reform in Wisconsin. She recently earned her Ph.D. from the Department of Educational Leadership and Policy Analysis, and her dissertation focuses on school-level uses of resources in Arkansas. Michelle has managed fieldwork of statewide adequacy studies in Arkansas, Washington, and Wyoming. Michelle is skilled in research, graduate-level instruction, and policy analysis, and has expertise in the areas of school finance, educational policy and more generally in the realm of educational leadership. She is experienced in working with diverse communities, specifically with low-income African American children and adults.

Her previous work involves educational evaluation at Learning Point Associates, where she led programmatic evaluations for the North Central Eisenhower Mathematics and Science Consortium. During her work at Learning Point, Michelle coauthored Leading Lesson Study: A Practical Guide for Teachers and Facilitators (Stepanek, Appel, Leong, Mangan, & Mitchell, 2007), An Invitation to Lesson Study (NWREL, 2005), and contributed to Teacher to Teacher: Reshaping Instruction Through Lesson Study (NCREL, 2002). Michelle has also worked as an evaluator at Research for Better Schools in Philadelphia. In addition, she worked as a children's outpatient therapist and adult intake supervisor at a community mental health center in West Philadelphia. She earned an M.S.Ed. at the University of Pennsylvania with a focus on Psychological Services and a B.S. at the University of Illinois at Urbana-Champaign with a major in Psychology.

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Sarah McKinney is a project assistant on CPRE's Study of Innovative School Leadership Performance Evaluation Systems. She is currently a Ph.D. student in the department of Educational Leadership and Policy Analysis at the University of Wisconsin-Madison. Before coming to Madison, Sarah taught for the Washington, DC Public Schools. While in DC, she recieved her master's degree from George Washington University in Early Childhood Special Education. Sarah attended the University of New Mexico for her undergraduate work and completed her degree in Political Science and Spanish.

Sarah's research interests focus on the role of instructional leadership in addressing issues of equity and social justice.

Tony Milanowski is an Assistant Scientist with CPRE and a Senior Faculty Fellow with the Department of Educational Leadership and Policy Analysis at the University of Wisconsin-Madison. He has been coordinating the Teacher Compensation Project's research on standards-based teacher evaluation and teacher performance pay since 1999. He is currently working on studies of alignment of human resource management systems and teacher attraction and retention for CPRE. He is also co-Principal Investigator on a study of principal performance evaluation, and is participating in a study of class size reduction.

Tony received a Ph.D. in Industrial Relations from the Industrial Relations Research Institute at the University of Wisconsin-Madison, an M.A. in Public Policy from the La Follette Institute at the University of Wisconsin-Madison, and a B.A. in Philosophy from the University of Wisconsin-Milwaukee. He has taught courses in compensation, staffing, and human resource management for the Schools of Business and Education at the University of Wisconsin-Madison. Before coming to CPRE, he worked as a human resource management professional for 16 years, where he worked in staffing, job evaluation, labor market analysis, collective bargaining contract costing, and policy analysis. His current research interests include performance evaluation, pay system innovations, teacher selection, and the teacher labor market.

Catherine Pautsch is a project assistant for CPRE working on a study of teacher turnover and teacher job choice as well as the Milwaukee Literacy Coach Study. She is currently in th Educational Leadership and Policy Analysis Ph.D. program at the University of Wisconsin-Madison with a focus on K-12 Leadership. Prior to coming to Madison, Catherine spent two years teaching high school Spanish in Charlotte, North Carolina through Teach for America. She received her B.A. in Political Science from the University of California-Berkeley. Her personal interests are in the role of the principal in turning around low-performing high schools and how inclusive schooling plays out at the high school level.

Josie Pedone joined the CPRE administrative support staff in 2001. Josie provides support to all the research staff and assists with travel, conferences, and office management. Her extensive experience in a wide variety of environments prior to coming to CPRE makes her an important asset to the project.