Kenji Hakuta (Co-Chair) is the Lee L. Jacks Professor of Education at Stanford University. He is an experimental psycholinguist who has worked on research, practice, and policy supporting English Language Learners for over 30 years. He recently served on the Validation Committee for the Common Core State Standards Initiative.
María Santos is the co-chair and Senior Advisor for Leadership at Understanding Language and Director for School and District Services in the Comprehensive School Assistance Program at WestEd. From 2010-2014, she served as Deputy Superintendent for Instruction, Leadership and Equity-in-Action at the Oakland Unified School District and is a 2014 Leaders To Learn From leader by Education Week. Until 2010, she was the Senior Instructional Manager and Superintendent for the Office of English Language Learners (ELLS) at the New York City Department of Education. Before going to New York City, Ms. Santos spent 20 years in the San Francisco Unified School District (SFUSD). As an Associate Superintendent, she supervised the development of major instructional improvement initiatives such as SFUSD's Professional Development Initiative and gained SFUSD the recognition of an Exemplary Site by the U.S. Department of Education's National Award for Professional Development.
Diane is a managing director at the American Institutes for Research. Her area of expertise is the development of literacy in second-language learners. Formerly at the Center for Applied Linguistics, she was the Principal Investigator for a large federally-funded study investigating the development of literacy in English-language learners and Co-Principal Investigator at the National Research and Development Center on English language Learners. She was Staff Director for the National Literacy Panel on Language Minority Children and Youth. At the American Institutes for Research she is managing the Education, Human Development, and Workforce Division’s portfolio related to English Learners. She has been a Senior Program Officer at the National Academy of Sciences where she was study director for the Committee on Developing a Research Agenda on the Education of Limited English Proficient and Bilingual Students. Dr. August has worked as a teacher, school administrator, legislative assistant, Grants Officer for the Carnegie Corporation, and Director of Education for the Children's Defense Fund. In 1981, she received her Ph.D. in education from Stanford University, and in 1982 completed a postdoctoral fellowship in psychology also at Stanford. She has published widely in journals and books.
George Bunch is Associate Professor of Education at the University of California, Santa Cruz. His research focuses on language and literacy challenges and opportunities for language minority students in K-12 and higher education, and on policies and practices designed to serve such students. He is active in efforts to prepare teachers for working with English Learners, and prior to his research career taught high school ESL, social studies, and Spanish in Maryland and Washington, DC. Steering Committee, ELA Work Group (chair), and Public Dialogue Committee
Phil Daro is a mathematics educator who most recently co-directed the development of the Common Core State Standards for mathematics. He has also directed large-scale teacher professional development programs for the University of California including the California Mathematics Project and the American Mathematics Project. He is Site Director of the Strategic Education Research Partnership (SERP) at the San Francisco Unified School District. Steering Committee, Math Work Group (chair), and District Engagement Committee
Andrés Henríquez formerly served as a Program Director in the Division of Research and Learning in the Education and Human Resources Directorate (EHR) of the National Science Foundation (NSF). Prior to joining NSF, Mr. Henríquez served as a program officer in education division of Carnegie Corporation of New York, where he led the Corporation's work in college and career ready standards and assessments and oversaw the work of the Next Generation Science Standards. This included funding the National Research Council's A Framework for K-12 Science Education, funding Achieve Inc. to develop the framework-aligned Next Generation Science Standards, and funding the NRC to write Developing Assessments for the Next Generation Science Standards. Earlier at Carnegie, he launched the Advancing Literacy initiative which focused on literacy for students in grades 4-12 and included a substantial body of work to support English language learners. Mr. Henríquez received his undergraduate degree in psychology from Hamilton College and a M.Ed. from Teachers College, Columbia University.
Margaret Heritage is an Assistant Director at the National Center for Research on Evaluation, Standards and Student Testing, UCLA. Her current work focuses on formative assessment, including teachers’ use of formative assessment evidence, and the development and assessment of academic language for English Learners. Presently, Heritage is a collaborator on an IES-funded project with ETS to develop reading assessment for sixth-grade ELs, and is also a collaborator on the WIDA Enhanced Assessment Grant. District Engagement Committee
Angélica Infante is the Associate Commissioner of Bilingual Education at New York State Education Department. Angelica has worked at the Department of Education in New York City for the past twenty years and was most recently the Chief Executive Director for the Office of English Language Learners. District Engagement Committee (co-chair)
Amanda Kibler is an Assistant Professor of English Education and Language, Literacy, and Cultural Studies at the Curry School of Education at the University of Virginia. Amanda’s research interests include adolescent second language acquisition, bilingualism, second language writing, ethnography, and discourse analysis. Her work focuses on multilingual adolescents’ language and literacy development and the implications of these processes for teaching and learning across the content areas. Public Dialogue Committee
Okhee Lee is Professor of Education at Steinhardt School of Culture, Education, and Human Development at New York University. Her research areas include science education, language and culture, and teacher education. She is the principal investigator of the "Promoting Science among English Language Learners" project that implements instructional interventions to promote inquiry-based science and language development of English language learners in urban elementary schools within the policy context of high-stakes testing and accountability in science. Steering Committee, Science Work Group, and District Engagement Committee
Robert Linquanti is Project Director for English Learner Evaluation and Accountability Support (ELEAS) and Senior Researcher for the Regional Educational Laboratory and the California Comprehensive Center at WestEd. He specializes in assessment, evaluation and accountability policies, and practices and systems for English language learners (ELLs), and has extensive experience helping states and school districts improve in these areas. Steering Committee and Policy Strategy Committee
Chris Minnich is the Executive Director at the Council of Chief State School Officers (CCSSO). In his prior role as the Senior Membership Director, he manages the communications, advocacy and membership functions of the Council. This includes advocating on behalf of the state chiefs and generating collective state action around key education reform areas. Prior to CCSSO, Chris worked at Pearson Assessment as the Director of the Assessment Academy Project which provided information regarding assessment practices to different users around the world. Steering Committee and Policy Strategy Committee
Dr. Moschkovich is Professor of Mathematics Education in the Education Department at the University of California, Santa Cruz. Her research uses socio-cultural approaches to examine mathematical thinking and learning in three areas: algebraic thinking (in particular student understanding of linear functions); mathematical discourse practices; and mathematics learners who are bilingual, learning English, and/or Latino/a. She has conducted classroom research in secondary mathematics classrooms with a large number of Latino/a students, analyzed mathematical discussions, and examined the relationship between language(s) and learning mathematics. Steering Committee, Math Work Group, and Public Dialogue Committee
Jennifer O'Day is an Institute Fellow in the Education Program of the American Institute for Research. Dr. O’Day has carried out research and written extensively in the areas of systemic reform, educational equity, and capacity building strategies. She has served on several national advisory groups, including the Congressionally mandated Independent Review Panel for the National Assessment of Title I (1994-2000), the Stanford Working Group on Federal Programs for Limited English Proficient Students, and more recently the Education Commission of the State’s National Forum on Accountability. Policy Strategy Committee
Susan O’Hara’s research focuses on professional development for teachers, building and sustaining intellectually challenging learning communities, and approaches to providing challenging and meaningful science, math, and technology-enhanced curricula for linguistically and culturally diverse populations. Susan is currently Executive Director for the UC Davis Center for Cooperative Research and Extension Services for Schools (CRESS Center). Her most recent work involves the impact of hypermedia authoring on academic-vocabulary development among English-language learners. Susan received a BA in Mathematics and Physics from University College in Dublin, Ireland, an MA in Applied Mathematics with an emphasis in Statistics from the University of Southern California, and a PhD in Mathematics, Science, and Technology Education from the University of California at Davis.
For over three decades, Susan has worked at the state and district levels with hundreds of teachers in each of the core academic disciplines to develop and implement standards, build standards-based curricula and fashion assessments to support teaching and learning. Before her work as lead writer of the Common Core State Standards for English Language Arts and Literacy, Susan served as chief architect of the American Diploma Project Benchmarks designed to close the gap between high school demands and postsecondary expectations. In a related project, Susan led an effort to make the national assessments in reading and mathematics better measures of readiness for college and new economy jobs. In 2007, Susan was appointed to serve on the National Assessment Governing Board by Secretary Margaret Spellings. Steering Committee, ELA Work Group, and District Engagement Committee
Delia Pompa is Senior Vice-President for Programs at the National Council of La Raza, where she oversees the work of several divisions: Community Development, Education, the Institute for Hispanic Health, and Workforce Development. Throughout her career Ms. Pompa’s work has focused on creating new responses to the needs of Hispanic families and children within leading local, state and federal agencies and national and international organizations. As an educator, Ms. Pompa has been especially instrumental in helping academic institutions understand and respond to the needs of underserved children and their teachers. Steering Committee and Policy Strategy Committee (co-chair)
Helen R. Quinn is professor emerita of physics at SLAC National Accelerator Laboratory at Stanford University. A theoretical physicist, she was elected to the National Academy of Sciences in 2003 and was president of the American Physical Society in 2004. In addition to her scholarship in physics, she has had long-term involvement in science education and in the continuing education of science teachers. She was an active contributor to the California State Science Standards development process. She recently chaired the Committee on a Conceptual Framework for New K-12 Science Education Standards for the National Research Council. Steering Committee, Science Work Group (chair), and Public Dialogue Committee (co-chair)
Judith Rizzo became the first executive director and CEO of the James B. Hunt, Jr. Institute for Educational Leadership and Policy in 2002. Dr. Rizzo is responsible for growing the Hunt Institute into a national resource for governors, legislators, and other political, business, and education leaders, supporting their development and implementation of effective education policies and programs. Prior to the Hunt Institute, Dr. Rizzo served as Deputy Chancellor for instruction for the New York City Public Schools. During her career Dr. Rizzo has been a teacher, supervisor, director of professional development, principal, deputy superintendent, and led the court ordered programmatic implementation of the desegregation effort in Boston, MA. Policy Strategy Committee
Lydia Stack is an international education consultant and English language teacher educator. She designs and presents workshops for Teachers of English on second language acquisition and teaching methodology for young learners. She worked in the San Francisco Unified School District as an elementary and secondary English as a Second Language teacher. She is a past president of the International TESOL organization. Steering Committee, ELA, Math, and Science Work Groups, and District Engagement Committee
Gabriela Uro is the manager of English learner policy and research for the Council of the Great City Schools in Washington, D.C. She organizes teams to conduct comprehensive audits of English learner services in large urban school districts. She is also a liaison for the council’s task force on English learners and bilingual education. Steering Committee and District Engagement Committee (co-chair)
Guadalupe Valdés is the Bonnie Katz Tennenbaum Professor of Education at Stanford University, where she specializes in language pedagogy and applied linguistics. Her work has focused on the English-Spanish bilingualism of Latinos in the United States and on discovering and describing how two languages are developed, used, and maintained by individuals who become bilingual in immigrant communities. Valdés works extensively with schools and organizations to serve the needs of young English-language learners. Steering Committee and Public Dialogue Committee (co-chair)
Aída Walqui is Director of the Teacher Professional Development Program at WestEd, where she directs the Quality Teaching for English Learners (QTEL) project. As Director of QTEL, Walqui brings a career-long focus on increasing the academic success of English language learners. Walqui collaborates with school and district leaders across the country to tailor QTEL implementation that is responsive to local needs. Prior to WestEd, Walqui was on the faculty in teacher education at the University of California, Santa Cruz. Steering Committee, ELA, Math, and Science Work Groups, and Public Dialogue Committee