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, a Senior Researcher with the Consortium for Policy Research in Education, and the lead analyst for the Center for Data-Driven Reform in Education at Johns Hopkins University.

Professor Borman's main substantive 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. Over the past seven years, Borman has led or co-directed seven major randomized controlled trials of education interventions. He has conducted three recent research syntheses, including a meta-analysis of the achievement effects of 29 nationally disseminated comprehensive school reform models. Finally, other ongoing 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. 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 is also regularly highlighted within the popular media in various outlets, including The New York Times, The Washington Post, USA Today, Education Week, and National Public Radio's Talk of the Nation.

Professor Borman has been appointed as a methodological expert to advise the National Research Center on the Gifted and Talented, three of the nation's regional educational laboratories funded by the Institute of Education Sciences, the national Center for Comprehensive School Reform and Improvement, and several other national research and development projects. 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, and the 2004 American Educational Research Association Review of Research Award.

Selected Publications

Borman, G.D. & Benson, James (under review) Can Brain Research and Computers Improve Literacy? A Randomized Field Trial of the Fast ForWord Language Computer-Based Training Program.

Borman, G.D. & Grigg, J.A. (forthcoming). The visual and narrative interpretation of research syntheses. In H. Cooper, L. Hedges, & J. Valentine (Eds.) The handbook of research synthesis (2nd ed.). New York: Russell Sage Foundation.

Cooper, H., Borman, G., & Fairchild, R. (forthcoming). 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., Brown, S., & Hewes, G. (in press). Early reading skills and the social composition of schools: A multilevel analysis of the kindergarten year. In M. Ross, G.W. Bohrnstedt, & F.C. Hemphill (Eds.), Educational and instructional consequences of high-poverty schooling. Washington, DC: National Center for Education Statistics, U.S. Department of Education.

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

File last updated: January 25, 2008 12:21 PM
Feedback, questions or accessibility issues, please contact the webmaster.
© Copyright 2007 The Department of Educational Leadership and Policy Analysis, UW-Madison. All rights reserved.