Bradley Carl, Ph.D., co-Director
Bradley Carl is co-Director of WEC and the Associate Director and Researcher at the Value-Added Research Center (VARC) at WCER. His current work involves assisting the Wisconsin Department of Public Instruction (DPI) in the design, implementation, and evaluation of the state’s new educator effectiveness system for teachers and principals. In this capacity, he co-leads an Educator Effectiveness Measurement Workgroup that develops guidance and policies around the use of student growth measures for teachers and principals, including individual value-added measures for both teachers and principals as well as Student Learning Objectives (SLOs). He is also the UW-Madison project lead for providing technical assistance to Teacher Incentive Fund (TIF) grantees across the country implementing new human capital management systems. Brad works with Wisconsin policymakers around the development and refinement of school accountability systems (Report Cards), and with the Milwaukee Public Schools on the development of postsecondary tracking measures and “early warning” indicators. He is the UW Principal Investigator for an IES-funded study of a “promise” college scholarship program for Milwaukee high school students. Brad worked previously 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.firstname.lastname@example.org
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. He is also 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.
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.
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.
Dan Marlin joined WCER in 2014 as an assistant researcher. Currently, he works on the Wisconsin Educator Effectiveness System project, an evaluation of Illinois’ Performance Evaluation Reform Act, and a grant that will provide gifted and talented programming to underrepresented student populations, among other projects. 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.
Grant Sim is a policy and research analyst and assistant 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.
Jenn Vadas, Ph.D.
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 evaluation of the UW Division of Continuing Studies’ Odyssey Junior program, and the Co-PI for the evaluation of the Wisconsin Department of Public Instruction’s Academic and Career Planning initiative, a three-year project evaluating the roll-out and implementation of ACP to all students in grades 6-12 across the state. Robin is also on the evaluation teams for DPI’s State Personnel Development Grant and the Academic Parent/Teacher Team initiative. Recently completed projects include serving as Co-PI for the DPI’s New Skills for Youth Initiative Needs Assessment, evaluation for the Chicago Community Trust, and of the Boys and Girls Clubs of America’s SPARK early literacy intervention. 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.