Bradley Carl, Ph.D., co-Director
Dr. Bradley Carl is Assistant Scientist and Co-Director of the Wisconsin Evaluation Collaborative (WEC), housed within the Wisconsin Center for Education Research (WCER) at UW-Madison. His current work focuses on evaluation of programs and initiatives at the PreK-12 level, as well as the design, implementation, and evaluation of state educator effectiveness and school accountability systems. He has worked extensively with the Milwaukee Public Schools since 2007 on program evaluation and the development of postsecondary tracking measures, education/health outcomes, and early warning indicators. Prior to joining WCER, Dr. Carl worked for the Office of Educational Accountability at the Wisconsin Department of Public Instruction, the Center on Education and Work at UW-Madison, and the American Institutes for Research in Washington, D.C. He holds degrees from Hamline University (B.A., International Studies and History) and Michigan State University (Ph.D., Sociology-Urban Studies).
Annalee Good is a researcher at the Wisconsin Center for Education Research and co-Director of the Wisconsin Evaluation Collaborative. Her current projects include studies of digital tools in K-12 supplemental education, evaluations of academic tutoring partnerships, and research on the challenges of instruction and assessment for advanced learners. She has published and presented numerous papers on topics including public contracting for digital instructional tools, the nature of the instructional landscape in out-of-school time tutoring, the role of tutoring in school reform, and the role of K-12 teachers in the creation of public policy. She was a classroom teacher before earning her master’s and doctoral degrees in Educational Policy Studies from UW-Madison, and continues to teach online courses for middle school students in Wisconsin.email@example.com
Steven Kimball, Ph.D., co-Director
Steven Kimball is co-Director of the WEC within the Wisconsin Center for Education Research (WCER) at the University of Wisconsin-Madison. Steve helped initiate, plan, and launch the WEC project. Steve is also a senior researcher with the Consortium for Policy Research in Education. He is Principal Investigator for the WCER team that is supporting the Wisconsin Department of Public Instruction in the development and implementation of the state Educator Effectiveness System. For 10 years, Steve served as a content expert for the technical assistance team serving the Federal Department of Education’s Teacher Incentive Fund. Steve has published numerous articles, book chapters, and policy briefs on teacher and principal evaluation, compensation, and other human resource management issues. Steve was the co-Principal Investigator of a 2005-2007 study funded by the Institute for Educational Sciences on performance evaluation of principals. Additionally, he served as Principal Investigator for a multi-year evaluation of the Chicago Community Trust Education Program. Before completing his graduate studies, Steve held legislative analyst positions in the U.S. House of Representatives, the U.S. Senate and the Texas State Office in Washington, D.C. Steve completed his Ph.D. from the U.W.-Madison Department of Educational Leadership and Policy Analysis in 2001.
Jessica Arrigoni is an associate researcher for WCER. She is part of the Consortium for Policy Research in Education team providing technical support to the Wisconsin Department of Public Instruction on the Educator Effectiveness System. Previously at WCER, Jessica was a technical assistant lead for the U.S. Department of Education’s Teacher Incentive Fund grant program. She also worked on the SCALE Building a Partnership Book Project, analyzing interview data and conducting literature reviews, and the Chicago Community Trust (CCT) Education Program evaluation. The CCT Education Program evaluation included an analysis of grantee reports and evaluations, literature reviews, interviews of grantees, logic model development and drafting of reports. Jessica also worked on the ARRA Evaluating Leadership Development and Career Path Programs and the synthesis of the 2008 National Science Foundation Math Science Partnership Learning Network Conference.
Nicole Bowman-Farrell, Ph.D.
Nicole Bowman-Farrell (Mohican/Munsee), Ph.D. is a Researcher & Evaluator with WEC. Culturally and contextually responsive educational research, evaluation, and policy studies are central to the work Nicole has carried out over nearly two decades. By working “with” people and not “on” them Nicole is known as a responsive and effective multi-jurisdictional and government systems subject matter expert. She has been a leader on educational and government initiatives where Tribal and non-Tribal agencies partner to improve outcomes, capacities, and competencies for more effective, responsive, and impactful programming. As an evaluator, trainer, and technical assistance provider Dr. Bowman has increased the skills, competencies, and capacities for many university, non-profit, and for profit academic organizations working with Indigenous and other marginalized populations. In May 2015 Nicole graduated with her PhD from the Educational Leadership & Policy Analysis Department at the University of WI-Madison. Her multi-jurisdictional educational policy study was the first in the country to examine how Tribal and non-Tribal educational policy is developed and implemented as public and Tribal governments educate Indigenous students attending K-12 public schools. Dr. Bowman currently is an active elected leader, international annual conference trainer, and/or an appointed advisory member for several work groups under the American Evaluation Association, the Center for Culturally Responsive Evaluation and Assessment, and the Eastern Evaluation Research Society
Brie Chapa is a knowledge manager with extensive experience in data management and security policy development. Her work currently centers around socio-technical system improvement and information collection design. Other current and prior work includes project management and data security policy design for the WiDA, data management and security policy development for the Value Added Research Center (VARC), and data reporting and data quality work for the System-wide Change for all Learners and Educators (SCALE). Prior to working at WCER you could find Brie in a math classroom at Madison Memorial High School. She holds a B.S. in secondary mathematics education from the University of Wisconsin - Madison.
Rebecca Cors is an assistant researcher at the Wisconsin Center for Education Research. Her projects focus on science and nature learning that happens outside of the classroom. She works primarily with science education programs and exhibits at UW-Madison’s Discovery Building, which are recognized as part of the Wisconsin Idea that links the UW with greater Wisconsin. Her expertise in logic modelling, systems thinking, and collaborative data interpretation enable her to help managers examine the effectiveness of their programs in ways that are meaningful to them and to their stakeholders. Throughout her career Rebecca has worked to support natural resources management and environmental education efforts in the US, Switzerland, and China. She has published and presented research about out-of-school learning for science and nature education and about collaborations to promote natural resources management.
Huiping "Emily" Cheng
Huiping "Emily" Cheng is an associate researcher with WEC. She actively engages in the design and implementation of statistical analysis to evaluate impact of educational interventions in partner school districts. Projects she has worked on include the quantitative research of the SAGE program, Improving the Effectiveness of Digital Tools, evaluation of Supplemental Educational Services, and the Accountability and Performance in Secondary Education project in the Milwaukee Public Schools. Ms. Cheng earned her master's degree in economics from the University of Virginia in 2005 and joined WCER in July 2007.
Lisa Geraghty is an assistant researcher with the Wisconsin Evaluation Collaborative. Her work includes program evaluation of educational initiatives at the state and district level as well as project management support for projects within the organization. Lisa has worked as a school administration consultant for the Wisconsin Department of Public Instruction and has experience as a classroom teacher. Lisa holds a master’s degree in public affairs from the University of Wisconsin-Madison’s La Follette School of Public Affairs and a master’s degree in education from Northwestern University.
James Gleckner is an assistant researcher with the Wisconsin Evaluation Collaborative. James has experience using quantitative and qualitative evaluation methods, and his current work includes an evaluation of the Milwaukee Partnership Schools initiative, evaluations of Full Service Community Schools in Madison and Milwaukee, and technical assistance for AmeriCorps programs in Wisconsin. Before joining WEC, James worked in the San Francisco Bay Area as an elementary school teacher and a health education program manager. James holds a master’s degree in Educational Policy Studies from the University of Wisconsin- Madison, where he served as a teaching assistant and lecturer.
- Promote effective development and implementation of practices, programs, and policies that improve the career aspirations, options, preparation, and success of youths and adults with disabilities or other factors that challenge their learning, performance, or success.
- Conceptualize, design, implement, evaluate and disseminate results of research, organizational change strategies, professional development, program development, technical assistance, and program evaluation.
Evaluation of the Wisconsin State Personnel Development Grant: 2015-16. The overall project, funded federally through an award to WI Department of Public Instruction, is in the last year of a five-year effort, funded through 06/30/2018. Its goal is improving academic success of students with disabilities in schools with a history of low performance and large achievement gaps for students with disabilities.
- External Evaluation of the MSP TEAM Year 3, 09/01/16–08/31/17.
- External Evaluation of the Project Entitled Teachers Engaged in Authentic Mathematics (TEAM), 09/01/14–08/31/16.
- External Evaluation of the Project Entitled Coaching Mathematics Learning Community (CMLC), 03/01/11–08/31/14.
- External Evaluation of the STEM Connects: Enhancing Teacher Quality and Student Proficiency Project, 09/01/10—08/31/13.
- External Evaluation of the Immersion into Inquiry for Scientific Literacy Project, 11/01/10—08/31/13.
- External Evaluation of the Advanced Placement Incentive Project Entitled Blended Learning Innovations: Building A Pipeline for Equity and Access, 10/01/08–09/30/12.
Herbert G. Heneman III, Ph.D.
Herbert G Heneman lll is the Dickson-Bascom Professor (Emeritus) in Management and Human Resources in the Wisconsin School of Business and the Wisconsin Center for Education Research. His research is in the areas of staffing, performance management, work motivation, compensation systems, and human resource alignment. At WCER Herb's research and technical assistance have focused on the design and effectiveness of educator evaluation, performance management, and compensation systems, along with creating aligned human resource systems. This work has been conducted in numerous states and districts. Herb's research has been widely published. He is also the senior author of the textbook Staffing Organizations 8e. Herb is a Fellow of the Academy of Management, American Psychological Association, and The Society for Industrial and Organizational Psychology.
Maria Huckleberry is the administrative assistant for the Wisconsin Evaluation Collaborative. Some of her duties include providing support for the co-directors and staff, managing travel arrangements, scheduling meetings, processing expense reports, and coordinating evaluation budgets and staff allocation reports.
Maria moved from the flatlands of Illinois to beautiful Wisconsin at the very end of 2008. While in Illinois, she worked for a management company and a publishing company where she managed staff for over 15 years. During the last few years at the publishing company, she went back to school to get her Masters in teaching. Previously at the WI Department of Health Services, Maria supported the IRIS Program (Include, Respect, I Self-direct), a self-directed program for the disabled and frail elders.
Tenah K. A. Hunt, Ph.D., M.P.H
Tenah K. A. Hunt, Ph.D., M.P.H, is an assistant researcher with WEC. Dr. Hunt is passionate about using mixed-method, strengths-based, and culturally responsive evaluation approaches to improve educational and health outcomes for youth and families of color. Prior evaluation projects Dr. Hunt worked on include: a multi-year quasi-experimental design study evaluating the effectiveness of a county-wide home visiting program; fidelity assessment of an African American father and son parenting program; and the evaluation of housing stability outcomes of homeless adolescents after receiving services at a community-based organization. Dr. Hunt received additional focused training in program evaluation through her participation in the American Evaluation Association’s Graduate Education Diversity Internship Program. Dr. Hunt holds a Ph.D. in Social Welfare from the University of Wisconsin-Madison, where her dissertation work focused on the mechanisms through which parental racial socialization influences academic achievement among African American youth. She additionally holds a Master's in Public Health with an emphasis on Health Behavior and Health Education from the University of Michigan.
Dan Marlin joined WCER in 2014 as an assistant researcher. Currently, he performs qualitative and quantitative research for the LEAP innovations project and a grant that provides gifted and talented programming to underrepresented student populations. He also works on the Academic and Career Planning and Educator Effectiveness System projects, among others. A native of the Pittsburgh area, Dan holds a master’s degree in public affairs from the University of Wisconsin-Madison’s La Follette School of Public Affairs. He received his bachelor’s degree in political science from Northwestern University.
Jed Richardson is Assistant Scientist with WEC. He is the Principal Investigator of multiple evaluations of state policies and district academic programs. He has studied the design of school accountability systems, basic needs insecurity among college students, and impacts of student risk factors such as placement in out of home care and contact with the juvenile justice system. Prior to joining WEC, Jed served as Acting Director and Managing Director of the Wisconsin HOPE Lab and as Associate Director and Economist at the Value Added Research Center. He received his Ph.D. in economics from the University of California, Davis.
Grant Sim is a policy and research analyst and associate researcher at the Wisconsin Center for Education Research. His work mainly involves program evaluation of educational initiatives at both the state and district levels that combine both quantitative and qualitative methods. His other work includes project management, policy research, and data analysis. Past projects he has worked on include the evaluation of the Wisconsin Department of Public Instruction’s SAGE small class size initiative, the evaluation of Milwaukee Public Schools’ TEAM GEAR UP initiative, and providing technical assistance for the U.S. Department of Education’s Teacher Incentive Fund. Prior to joining WCER, he worked as a research and data analyst for the Wisconsin Department of Public Instruction where he examined the consequential validity of special education assessments. He holds a master's degree in public affairs from the University of Wisconsin–Madison.
Hazel Symonette, University of Wisconsin-Madison Program Development & Assessment Specialist Emerita, is Evaluation Facilitator at the Wisconsin Center for Education Research—the LEAD Center (Learning through Evaluation, Adaptation and Dissemination) and the Wisconsin Evaluation Collaborative. Her work focuses on using assessment and evaluation as participant-centered self-diagnostic resources for continuous improvement, developmental innovation, and strategic image management. She moves this agenda forward through a variety of capacity-building strategies using multi-level assessment/evaluation processes to advance a diversity-grounded and equity-minded personal transformation, organizational development and social justice change agenda. That work undergirds her long-standing involvement in creating and sustaining authentically inclusive and vibrantly responsive teaching, learning, living, and working environments that are conducive to success for all. Her work draws on social justice and systemic change research to create meaningful and life-changing interactions among students, faculty, staff and administrators.
The cross-campus/cross-role incubators for this work was the UW Excellence through Diversity Institute (2002-2009) and the Student Success Institute (2010-2017). Both were year-long weekly communities of practice organized around mainstreaming assessment and evaluation in the service of diversity, equity, inclusive excellence and social justice for students, faculty, staff and administrators.
Dr. Symonette is very active within the professional evaluation community. She has served on the American Evaluation Association (AEA) Board of Directors, as Co-Chairs of AEA's Building Diversity Initiative and the Multi-Ethnic Issues in Evaluation Topical Interest Group and many other progressive change initiatives. Currently, she serves on the AEA Task Force on Evaluator Competencies. Since 2008, she has also been serving on the Joint Committee on Standards for Educational Evaluation--initially as AEA’s Representative and now as an At-Large member. Hazel is an active Fellow within the University of Wisconsin Teaching Academy.
Jenn Vadas, Phd ABD
Jenn Vadas is an economist and an assistant researcher for the Wisconsin Center for Education Research at the University of Wisconsin-Madison. Her expertise is in data analysis and experimental design. Collaborating with funders, school districts, union leaders, and institution of higher education, she conducted research on the existence and use of early signs of teacher effectiveness to improve decision-making processes at key points of a teacher’s career (recruitment, training, hiring, retention, and professional development). She also worked on the Student Achievement Guarantee in Education (SAGE) program evaluation team to estimate the effects of class size reductions on students’ test scores in schools with high levels of poverty in the state of Wisconsin. She is now contributing to the design and evaluation of two educational interventions in the Milwaukee Public Schools. As a Ph.D. candidate in economics at Pennsylvania State University, Jenn Vadas also worked on auction game theory and on estimating the effects of observed characteristics on the education production function using a large longitudinal data set.
Robin Worth, Ph.D.
Robin Worth is an associate researcher for WCER specializing in qualitative methods of evaluation. She is the Principal Investigator for the evaluations of the Wisconsin Department of Public Instruction’s Academic and Career Planning initiative, a multi-year project evaluating the roll-out and implementation of ACP to all students in grades 6-12 across the state, and DPI’s Career and Technical Education Perkins Grant project. Robin is also on the evaluation teams for DPI’s State Personnel Development Grant and the Academic Parent/Teacher Team initiative and leads on a technical assistance to provide tools and supports for local-level evaluation efforts of ACP . Recently completed projects include serving as Co-PI for the DPI’s New Skills for Youth Initiative Needs Assessment. She also designed and led the implementation of the DPI’s Academic and Career Planning needs assessment, facilitating focus groups of educators around the state. Robin holds a Ph.D. in Second Language Acquisition from UW-Madison with an emphasis in foreign language pedagogy and qualitative classroom research as well as an MA in Italian literature. Additionally, she has private-sector expertise in public relations, strategic communications and issue management, as well as 15 years of teaching experience in languages and applied linguistics.