Geoffrey Borman

Professor Educational Leadership and Policy Analysis, Educational Policy Studies, and Educational Psychology University of Wisconsin-Madison 1161-D Educational Sciences Building 1025 West Johnson Street Madison, Wisconsin 53706-1796 tel: (608) 263-3688 fax: (608) 265-3135 Email: gborman@education.wisc.edu

Education

Ph.D., University of Chicago (1997), Department of Education; Measurement, Evaluation, and Statistical Analysis (MESA) Program

B.A., University of Cincinnati (1987), Psychology

Research and Scholarly Interests

Trained as a quantitative methodologist at the University of Chicago, Dr. Borman (Ph.D., 1997) is a Professor of Education at the University of Wisconsin—Madison, the Deputy Director of the University of Wisconsin's Predoctoral Interdisciplinary Research Training Program, and a Senior Researcher with the Consortium for Policy Research in Education. Professor Borman's main substantive research interests revolve around the social distribution of the outcomes of schooling and the ways in which policies and practices can help address and overcome educational 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. Over the past nine years, Borman has led or co-directed eight major randomized controlled trials, which have included student-level, classroom-level, school-level, and district-level educational interventions. He has conducted three recent research syntheses, including a meta-analysis of the achievement effects of 29 nationally disseminated school reform models. Finally, other recent projects reveal the consequences of attending high-poverty schools and living in high-poverty neighborhoods and uncover some of the mechanisms through which social-context effects may be manifested. Professor 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 five academic journals, including the American Educational Research Journal 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 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. Dr. Borman 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 Association, the 2004 American Educational Research Association Review of Research Award, and the 2008 American Educational Research Association Palmer O. Johnson Award. In 2009, Dsr. Borman's significant contributions to the field of education research were recognized through his nomination and selection as a Fellow of the American Educational Research Association.

Selected Publications

Benson, J., & Borman, G.D. (in press). Family and contextual socioeconomic effects across seasons: When do they matter for the achievement growth of young children? Teachers College Record.

Borman, G.D., & Dowling, N.M. (in press). Schools and inequality: A multilevel analysis of Coleman's Equality of Educational Opportunity data. Teachers College Record.

Cooper, H., Borman, G., & Fairchild, R. (in press). School calendars and academic achievement. In J. Meece & J. Eccles (Eds.), Handbook of research on schools, schooling, and human development. Mahwah, NJ: Erlbaum.

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., Goetz, M.E., & Dowling, N.M. (2009). Halting the summer achievement slide: A randomized field trial of the KindergARTen summer camp. Journal of Education for Students Placed at Risk, 14, 133-147.

Beckett, M., Borman, G., Capizzano, J., Parsley, D., Ross, S., Schirm, A., & Taylor, J. (2009). Structuring out-of-school time to improve student academic achievement: A practice guide (NCEE #2009-012). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sci¬ences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc/pdf/practiceguides/ost_pg_072109.pdf.

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., & 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.

Cooper, H., Borman, G., & Fairchild, R. (in press). School calendars and academic achievement.  In J. Meece & J. Eccles (Eds.), Handbook of research on schools, schooling, and human development. Mahwah, NJ: Erlbaum.

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. (1) (2)

Kamil, M.L., Borman, G.D., Dole, J., Kral, C.C., Salinger, T., Torgesen, J., Cai, X., Helsel, F., Yael, K., & Spier, E. (2008). Improving adolescent literacy: Effective classroom and intervention practices: A Practice Guide (NCEE #2008-4027). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sci­ences, U.S. Department of Education. Available online.

Borman, G.D. & Dowling, N.M. (2007) Student and teacher outcomes of the Superkids quasi-experimental study. Madison, WI: University of Wisconsin-Madison, Department of Educational Leadership and Policy Analysis.

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., & Kimball, S. (2005). Teacher quality and educational equality: Do teachers with higher standards-based evaluation ratings close student achievement gaps? Elementary School Journal, 106, 3-20.

Borman, G.D., Slavin, R.E., Cheung, A., Chamberlain, A., Madden, N., & Chambers, B. (2005). The national randomized field trial of Success for All: Second-year outcomes. American Educational Research Journal, 42, 673-696.

Borman, G.D., Benson, J., & Overman, L.T. (2005). Families, schools, and summer learning. Elementary School Journal, 106, 131-150.

Borman, G.D., & Dowling, N.M. (2005). A review of the STAR Early Literacy assessment. Madison, WI: University of Wisconsin--Madison.

Borman, G.D., Slavin, R.E., Cheung, A., Chamberlain, A.M., Madden, N.A., & Chambers, B. (2005). Success for All: First-year results from the national randomized field trial. Educational Evaluation and Policy Analysis, 27, 1-22.

Borman, G.D., & Dowling, N.M. (2004). Testing the Reading Renaissance program theory: A multilevel analysis of student and classroom effects on reading achievement. Madison, WI: University of Wisconsin--Madison.

Kimball, S., White, B., Milanowski, A., & Borman, G.D. (2004). Examining the relationship between teacher evaluation and student assessment results in Washoe County. Peabody Journal of Education, 79(4), 54-78.

Odden, A., Borman, G.D., & Fermanich, M. (2004). A framework for assessing teacher, classroom, and school effects, including fiscal effects. Peabody Journal of Education, 79(4), 4-32.

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

Borman, G.D., & Overman, L.T. (2004). Academic resilience in mathematics among poor and minority students. Elementary School Journal, 104, 177-195.

Borman, G.D. (2003). Compensatory education: United States. In J.W. Guthrie (Ed.). The encyclopedia of education (2nd ed) (pp. 453-458). New York: Macmillan Reference.

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.

Datnow, A., Borman, G.D., Stringfield, S., Overman, L.T., & Castellano, M. (2003). Comprehensive school reform in culturally and linguistically diverse contexts: Implementation and outcomes from a four-year study. Educational Evaluation and Policy Analysis, 25, 143-170.

Borman, G.D. (2002/2003). How can Title I improve achievement? Educational Leadership, 60(4), 49-53.

Borman, G.D. (2002). Experiments for educational evaluation and improvement. Peabody Journal of Education, 77(4), 7-27.

Borman, G.D., & Hewes, G. (2002). The long-term effects and cost-effectiveness of Success for All. Educational Evaluation and Policy Analysis, 24, 243-266.

Borman, G.D. (2002). Title I: The evolution and effectiveness of compensatory education. In S. Stringfield & D. Land (Eds.), Educating at-risk students. The one hundred-first yearbook of the National Society for the Study of Education (pp. 231-246). Chicago: University of Chicago Press.

Borman, G.D. (2001). Summers are for learning. Principal, 80(3), 26-29.

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

Borman, G.D. (2000). Title I: The evolving research base. Journal of Education for Students Placed At Risk, 5, 27-45.

Datnow, A., Borman, G.D., & Stringfield, S. (2000). School reform through a highly specified curriculum: The implementation and effects of the Core Knowledge Sequence. Elementary School Journal, 101, 167-191.

Borman, G.D., & Rachuba, L.T. (1999). Qualifications and professional growth opportunities of teachers in high- and low-poverty elementary schools. Journal of Negro Education, 68, 366-381.

Borman, G.D., D'Agostino, J.V., Wong, K.K., & Hedges, L.V. (1998). The longitudinal achievement of Chapter 1 students: Preliminary evidence from the Prospects study. Journal of Education for Students Placed At Risk, 3, 363-399.

D'Agostino, J.V., Borman, G.D., Hedges, L.V., & Wong, K.K. (1998). Longitudinal achievement and Chapter 1 coordination in high-poverty schools: A multilevel analysis of the Prospects data. Journal of Education for Students Placed At Risk, 3, 401-420.

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.

Teaching

ELPA 940 Randomized Trials to Inform Education Policy

ELPA 825 Advanced Research Methods

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