Executive Office and Administrative Specialist
Director, National Center on Educational Outcomes
Martha Thurlow is the Director of the National Center on Educational Outcomes. In this position, she addresses the implications of contemporary U.S. policy and practice for students with disabilities and English Learners, including national and statewide assessment policies and practices, standards-setting efforts, and graduation requirements. Dr. Thurlow has conducted research for the past 35 years in a variety of areas, including assessment and decision making, learning disabilities, early childhood education, dropout prevention, effective classroom instruction, and integration of students with disabilities in general education settings.
Dr. Thurlow has published extensively on all of these topics, authoring numerous books and book chapters, and publishing more than 200 articles and reports. In 2003, she completed her 8-year term as co-Editor of Exceptional Children, the research journal of the Council for Exceptional Children, and is currently associate editor for numerous journals
Contact: (612) 624-4826, or THURL001@umn.edu
Debra Albus is a Research Fellow in the area of English learners (ELs). She has worked for several years with NCEO helping to conduct research on the participation and performance of students who are ELs and students with disabilities in statewide testing, including studies on reading test accommodations. In the area of promoting and improving accountability, she has conducted research on the public reporting of assessment results for these students at the national level in reviews of state reports and Web-based documents. In addition to her more recent work at NCEO, she has presented reading research on second language vocabulary acquisition at international and local conferences. Also, she has several years of experience teaching English as a second language to international students and adult refugees, and has spent two summers teaching English as a foreign language in China.
Linda Goldstone is a Research Fellow at the National Center on Educational Outcomes. Linda’s research work to date has been on projects related to large-scale assessments and academic standards for preK-12 students with disabilities, English learners (ELs), and ELs with a disability.
Linda has over ten years’ experience as a speech-language pathologist (SLP) with pre-K learners to adult population with a spectrum of disabilities in various settings. Linda’s current SLP practice focuses on ELs with disabilities in an urban charter school context. She is currently a Doctoral Candidate in the Second Language Education Program in the Department of Curriculum and Instruction at the University of Minnesota.
Executive Office and Administrative Specialist
Sheryl Lazarus, Ph.D. is a senior research associate at the National Center on Educational Outcomes (NCEO), and is the co-principal investigator for the National Assessment Center. In this position she addresses special education policy issues related to the inclusion of students with disabilities in assessments used for accountability purposes. She also holds a Minnesota K-12 principal's license. Her research and technical assistance priorities include: student participation, accommodations, alternate assessments, technology enhanced assessments, and teacher effectiveness. She has expertise in large-scale assessments, school accountability, research design (including cost analyses), data-driven decision-making, rural education, and the economics of education. She has published extensively, including papers in peer-reviewed journals in both the fields of education and economics.
Contact: 612-625-6032 or email@example.com
Kristin Kline Liu is a Research Associate at the National Center on Educational Outcomes. Kristi has a variety of experiences working on state and federally funded projects relating to large scale assessment and standards-based instruction for English learners (ELs) and ELs with disabilities. Most recently, she was a co-principal investigator on the Improving the Validity of Assessment Results for ELs with Disabilities (IVARED) project.
Kristi was initially an elementary educator. She went on to obtain a Master's degree in TESOL and a PhD in Second Languages and Cultures Education. Kristi has taught English as a Second Language at the secondary, post-secondary and adult levels in the United States. She has also taught language instruction methodology courses at the university level. In addition, Kristi has written and presented extensively on the assessment and instruction of ELs and ELs with disabilities, and specifically on academic language development.
Contact: 612-626-9061 or firstname.lastname@example.org
Michael Moore, Principal Editor/Writer, serves as the communications director for the National Center on Educational Outcomes (NCEO). Moore is an award-winning writer who has published articles, essays, and stories in local and nationally published newspapers, magazines, literary journals, and books. He received a Master of Fine Arts in Creative Writing at Hamline University and is the recipient of many awards, including a University of Minnesota Communicators Forum “Gold Award” for feature writing and the Institute on Community Integration 2014 “Excellence and Community Building Award.” Michael oversees NCEO's publishing efforts, websites, and media relations.
National Center on Educational Outcomes, Senior Research Associate
National Center and State Collaborative GSEG, Project Director, Co-Principal Investigator
Rachel Quenemoen conducts research and provides technical assistance on educational change processes, in order to ensure that students with disabilities are included in and benefit from reform efforts. She has worked for 30 years as an educational sociologist focused on research to practice efforts, from local, regional, state, and national positions, specializing in building consensus and capacity among practitioners and policymakers. She is the Project Director for the NCEO partnership of 25 states and five national organizations, the National Center and State Collaborative, one of two Federally funded consortia building alternate assessments for students with the most significant cognitive disabilities based on the Common Core State Standards.
Christopher Rogers is a Research Fellow involved with several projects at NCEO. He administers and revises the Accommodations Bibliography online database and reports on empirical research related to accommodations. Prior to joining NCEO, Chris worked in the Regional Resource and Federal Centers Network providing information and technical assistance to state departments of special education. Chris has over ten years of practical experience as a community mental health generalist and then a child mental health specialist serving children and youth with mental health challenges both in schools and in the community. At NCEO, Chris is currently interested in accessible science assessments and assisting states in utilizing research evidence supporting accommodations use for students with disabilities and English learners. Chris is most curious about the intersection of ethnocultural difference and emotional-behavioral disability, and has published and presented on these topics.
Rogers, C. M., Lazarus, S. S., & Thurlow, M. L. (2016). A summary of the research on the effects of test accommodations: 2013-2014 (NCEO Report 402). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes. With Lazarus, S. S., & Thurlow, M. L. https://nceo.umn.edu/docs/OnlinePubs/Report402/NCEOReport402.pdf
Science alternate assessments based on alternate achievement standards (AA-AAS) during school year 2014-2015 (Synthesis Report 99). (2015). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes. With Thurlow, M. L., & Lazarus, S. S. https://nceo.info/Resources/publications/OnlinePubs/Synthesis99/default.html
A summary of the research on the effects of test accommodations: 2009-2010 (Technical Report 65). (2012). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes. With Christian, B. & Thurlow, M. L.
Rules for audio representation of science items on a statewide assessment: Results of a comparative study (Technical Report 64). (2012). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.
Vitaliy Shyyan is a Research Associate at the National Center on Educational Outcomes. In this position, he works with state departments of education to improve outcomes for diverse students, including students with disabilities, English learners (ELs), and ELs with disabilities. Dr. Shyyan's research and technical assistance priorities entail overseeing the Center's leadership and coordination efforts; conducting research and evaluation that inform the improvement of accountability assessments for states and consortia; collaborating with the Center's personnel on publications, products, tools, and services; and designing and delivering technical assistance to states and assessment consortia. Dr. Shyyan has expertise in large-scale assessments, accessibility and accommodations, research and evaluation design, language acquisition, and intercultural education.
Dr. Wu is an experienced psychometrician and the statistical expert for the National Center on Educational Outcomes. She has been working with large-scale assessment data since 2000. She has also had experience on analyzing state-wide assessment datasets and different types of datasets. She has used the analyses of regression model and MANOVA on various projects and presented at national conferences. Dr. Wu has authored more than 40 publications, including 18 journal articles, 22 technical reports, and made more than 40 conference presentations on the topic of reading and psychometric areas. Dr. Wu holds a PhD in Educational Psychology from the University of Minnesota.