Geoffrey Borman

Educational Leadership & Policy Analysis Banner
Medical imaging Carillon Tower Glass blowing Laptop and lecture A smiling student Sunrise over the Education Building Chairs on the Memorial Union Terrace Bascom hall staircase Graduating students in silhouette Crowd of people on Bascom Hill A student tutoring Student with diploma Dance Department performance Night view of Bascom in the winter Memorial Union Terrace in autumn Memorial Union Terrace chairs Dance department performance Bucky Badger in front of a parade float Bascom Hall in the summertime Lincoln statue Students walking in the snow University of Wisconsin - Madison Crest Lincoln statue in the snow Forward Logo Student at graduation Bicycle in the snow Rathskellar Fireplace Sailboat with Capitol Building in the background A sailboat at the Memorial Union Bascom Hill in Autumn Bucky Badger studying with a student. Students among blooming trees at UW-Madison Bucky reading a book University flag on Bascom Hill Video camera view screen Student on a frozen lake Lincoln Statue on Bascom Hill Bascom Hill in winter Students collaborating Memorial Union Terrace chairs in the snow Kohl Center logo Graduates with diplomas A hands-on project Stacked, illuminated figures View from the top of Van Hise
shadow

CONTACTING US

Main Office

Educational Leadership & Policy Analysis
School of Education
UW-Madison
253 Education Building
1000 Bascom Mall
MadisonWI  53706-1326

Tel: 608/262-3106
Fax: 608/265-3135

Email: elpa@education.wisc.edu
or by contact form
Facebook Logo
 

Dr. Geoffrey Borman

Profile Photo

Dr. Geoffrey Borman


Educational Leadership & Policy Analysis (ELPA)
Educational Policy Studies (EPS)
Educational Psychology (EdPsych)

348 Education Building  binoculars icon
1000 Bascom Mall
Madison, WI 53706-1326
Office: 608/263-3688
Fax: 608/265-3135

gborman@education.wisc.edu

Curriculum Vitae

Personal Biography

Trained as a quantitative methodologist at the University of Chicago, Dr. Borman (Ph.D., 1997) is a Professor of Education Leadership and Policy Analysis, Educational Policy Studies, Educational Psychology, and Sociology at the University of Wisconsin—Madison. In addition, he is the Director of the University of Wisconsin’s Predoctoral Interdisciplinary Research Training Program, and a Senior Researcher with the Consortium for Policy Research in Education. Professor Borman’s main substantive research interests revolve around the social distribution of the outcomes of schooling and the ways in which policies and practices can help address and overcome educational 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 ten years, Borman has led or co-directed fourteen major randomized controlled trials, which have included randomization and delivery of educational interventions at the student, classroom, school, and district levels. He has conducted three recent research syntheses, including a meta-analysis of the achievement effects of 29 nationally disseminated school reform models. Finally, other recent 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. Professor Borman has been appointed as a methodological expert to advise many national research and development projects, including the Investing in Innovation Fund program grantees and three of the nation’s regional educational laboratories funded by the Institute of Education Sciences. He serves on the editorial boards of seven academic journals, including the American Educational Research Journal, Research Synthesis Methods, Reading Research Quarterly, and Elementary School Journal. He served for five years as 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 appointed to the 15-member Urban Education Research Task Force established to advise the U.S. Department of Education on issues affecting urban education. His research has been funded by a variety of organizations, including the National Science Foundation, U.S. Department of Education, Office of Educational Research and Improvement, Institute of Education Sciences, American Educational Research Association Grants Program, Spencer Foundation, Open Society Institute, and Smith-Richardson Foundation, among others. 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, the 2004 American Educational Research Association Review of Research Award, and the 2008 American Educational Research Association Palmer O. Johnson Award. In 2009, Dr. Borman’s significant contributions to the field of education research were recognized by his nomination and selection as a Fellow of the American Educational Research Association.



 

 

Scheduled Teaching

  • Spring 2015 - Randomized Trials to Inform Educational Policy
    Course Prefix: 305, Course Number: 940, Section: 008, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Spring 2015 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 044, Minimum Credit Hours: 1, Maximum Credit Hours: 12, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Summer 2015 - Independent Reading
    Course Prefix: 305, Course Number: 999, Section: 044, Minimum Credit Hours: 1, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Summer 2015 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 044, Minimum Credit Hours: 1, Maximum Credit Hours: 9, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Fall 2014 - Independent Reading
    Course Prefix: 305, Course Number: 999, Section: 044, Minimum Credit Hours: 1, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Fall 2014 - Interdisciplinary Training Seminar in the Educational Sciences
    Course Prefix: 305, Course Number: 940, Section: 009, Minimum Credit Hours: 1, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Fall 2014 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 044, Minimum Credit Hours: 1, Maximum Credit Hours: 12, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Spring 2014 - Independent Reading
    Course Prefix: 305, Course Number: 999, Section: 044, Minimum Credit Hours: 1, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Spring 2014 - Interdisciplinary Training Seminar in the Educational Sciences
    Course Prefix: 305, Course Number: 940, Section: 009, Minimum Credit Hours: 1, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Spring 2014 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 044, Minimum Credit Hours: 1, Maximum Credit Hours: 12, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Fall 2013 - Research Methods and Procedures in Educational Administration
    Course Prefix: 305, Course Number: 725, Section: 002, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Fall 2013 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 044, Minimum Credit Hours: 1, Maximum Credit Hours: 12, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Spring 2013 - Advanced Research Methods in Educational Administration
    Course Prefix: 305, Course Number: 825, Section: 001, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Spring 2013 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 044, Minimum Credit Hours: 1, Maximum Credit Hours: 12, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Summer 2013 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 044, Minimum Credit Hours: 1, Maximum Credit Hours: 9, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Fall 2012 - Randomized Trials to Inform Education Policy
    Course Prefix: 305, Course Number: 940, Section: 004, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Fall 2012 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 044, Minimum Credit Hours: 1, Maximum Credit Hours: 12, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Spring 2012 - Evaluation for Administrative Decision Making in Education
    Course Prefix: 305, Course Number: 826, Section: 001, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Spring 2012 - Independent Reading
    Course Prefix: 305, Course Number: 999, Section: 044, Minimum Credit Hours: 1, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Summer 2012 - Independent Reading
    Course Prefix: 305, Course Number: 999, Section: 044, Minimum Credit Hours: 1, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Summer 2012 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 044, Minimum Credit Hours: 1, Maximum Credit Hours: 9, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Fall 2011 - Independent Reading
    Course Prefix: 305, Course Number: 999, Section: 044, Minimum Credit Hours: 1, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Fall 2011 - Randomized Trials to Inform Education Policy
    Course Prefix: 305, Course Number: 940, Section: 006, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Spring 2011 - Applied Research in Educational Administration
    Course Prefix: 305, Course Number: 890, Section: 44, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Spring 2011 - Independent Reading
    Course Prefix: 305, Course Number: 999, Section: 44, Minimum Credit Hours: 1, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Spring 2011 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 44, Minimum Credit Hours: 1, Maximum Credit Hours: 12, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Summer 2011 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 044, Minimum Credit Hours: 1, Maximum Credit Hours: 9, Course Level: Graduate, Course Delivery Mode: Individual
     
  • Fall 2010 - Independent Reading
    Course Prefix: 305, Course Number: 999, Section: 44, Course Level: Graduate
     
  • Fall 2010 - Randomized Trials to Inform Education Policy
    Course Prefix: 305, Course Number: 940, Section: 5, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Fall 2010 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 44, Course Level: Graduate
     
  • Spring 2010 - Advanced Research Methods in Educational Administration
    Course Prefix: 305, Course Number: 825, Section: 1, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Spring 2010 - Independent Reading
    Course Prefix: 305, Course Number: 999, Section: 44, Course Level: Graduate
     
  • Spring 2010 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 44, Course Level: Graduate
     
  • Fall 2009 - Randomized Trials to Inform Education Policy
    Course Prefix: 305, Course Number: 940, Section: 2, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Spring 2008 - Advanced Research Methods in Educational Administration
    Course Prefix: 305, Course Number: 825, Section: 1, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     
  • Spring 2008 - Independent Reading
    Course Prefix: 305, Course Number: 999, Section: 44, Course Level: Graduate
     
  • Spring 2008 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 44, Course Level: Graduate
     
  • Summer 2008 - Research or Thesis
    Course Prefix: 305, Course Number: 990, Section: 44, Course Level: Graduate
     
  • Fall 2007 - Independent Reading
    Course Prefix: 305, Course Number: 990, Section: 44, Course Level: Graduate
     
  • Fall 2007 - Independent Reading
    Course Prefix: 305, Course Number: 999, Section: 44, Course Level: Graduate
     
  • Fall 2007 - Randomized Field Trials to Inform Education Policy
    Course Prefix: 305, Course Number: 940, Section: 2, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture
     

Grants and Sponsorships

  • 2014-2016 - Amount: $282,081.00, "Scaling Up Social-Psychological Interventions To Combat Stereotype Threat And Narrow Achievement Gaps: Enduring Impacts," Grant Institution: Spencer Foundation, Geoffrey D. Borman.
  • 2012-2016 - Amount: $7,423,166.00, "Impact Evaluation Of Math Professional Development.," Awarded By: U.S. Department of Education, IES, National Center for Educational Evaluation and Regional Assistance, Geoffrey D. Borman, Co-Principal; M.Garet, Co-Principal.
  • 2010-2015 - Amount: $5,000,000.00, "Interdisciplinary Training Program For Predoctoral Research In The Education Sciences," Awarded By: U.S. Department of Education, IES, Geoffrey D. Borman; Adam Gamoran.
  • 2011-2015 - Amount: $1,600,000.00, "An Efficacy Trial Of Two Interventions Designed To Moderate Stereotype Threat Vulnerability And Close Academic Performance Gaps," Awarded By: U.S. Department of Education, IES, Geoffrey D. Borman, Principal.
  • 2010-2014 - Amount: $6,145,582.00, "National Randomized Controlled Trial Of Everyday Mathematics," Awarded By: U.S. Department of Education, IES, Geoffrey D. Borman, Principal.
  • 2009-2013 - Amount: $5,302,021.00, "National Randomized Controlled Trial Study Of Sra/mcgraw-Hill Open-Court Reading Program.," Awarded By: U.S. Department of Education, IES, Geoffrey D. Borman, Principal; M.Vaden-Kiernan.
  • 2006-2011 - Amount: $10,000,000.00, "National Center On Statae And Local Education Policy," Awarded By: U.S. Department of Education, IES, Geoffrey D. Borman, Co-Principal; Adam Gamoran, Principal.
  • 2009-2011 - Amount: $100,000.00, "Council Of The Great City Schools’ Senior Urban Education Research Fellowship: A Collaboration Between The St. Paul Public Schools And Senior Scholar Geoffrey D. Borman.," Awarded By: U.S. Department of Education, IES, Geoffrey D. Borman, Principal.
  • 4/30/2011 - Amount: $1,000,000.00, "System-Wide Change: An Experimental Study Of Teacher Development And Student achievement in elementary science.," Awarded By: National Science Foundation, Grant Institution: University of Wisconsin-Madison, Sponsor Type: Federal, Adam Gamoran, Co-Principal; Geoffrey D. Borman, Co-Principal.
    Abstract: STYSTEM-WIDE CHANGE: AN EXPERIMENTAL STUDY OF TEACHER DEVELOPMENT AND STUDENT ACHIEVEMENT IN ELEMENTARY SCIENCE
  • 2005-2010 - Amount: $5,000,000.00, "Interdisciplinary Training Grant For Predoctoral Research In Education Sciences," Awarded By: Institute of Education Sciences, Geoffrey D. Borman; Adam Gamoran.
  • 2004-2009 - Amount: $10,000,000.00, "Center For Data-Driven Reform In Education," Awarded By: U.S. Department of Education, Institute of Education Sciences, Geoffrey D. Borman; R. Slavin; N. Madden; B. Chambers; M. Calderon.
  • 2004-2009 - Amount: $10,000,000.00, "Center On Turning Around Low-Performing Schools," Awarded By: U.S. Department of Education, IES, Geoffrey D. Borman.
  • 1/31/2007 - Amount: $34,890.00, "School And Neighborhood Context And School-Year And Summer Achievement.," Awarded By: National Science Foundation, Grant Institution: University of Wisconsin-Madison, Sponsor Type: Federal, Geoffrey D. Borman, Principal.
    Abstract: SCHOOL AND NEIGHBORHOOD CONTEXT AND SCHOOL - YEAR AND SUMMER ACHIEVEMENT
  • 10/31/2006 - "School And Neighborhood Context And School-Year And Summer Achievement.," Awarded By: National Science Foundation, Grant Institution: University of Wisconsin-Madison, Sponsor Type: Other, Geoffrey D. Borman, Principal.
    Abstract: SCHOOL AND NEIGHBORHOOD CONTEXT AND SCHOOL-YEAR AND SUMMER ACHIEVEMENT
  • 2000-2005 - Amount: $6,085,659.00, "Randomized Evaluations Of Success For All. U.s. Department Of Education," Awarded By: Office of Educational Research and Improvement, Geoffrey D. Borman; R. Slavin; N. Madden; A. Chamberlain; E. Hurley; B. Chambers.
  • 2002-2004 - Amount: $413,000.00, "National Board Certification Of Florida's Teachers," Awarded By: Atlantic Philanthropies, Geoffrey D. Borman, Co-Principal; C.Kelley, Co-Principal.
  • 1999-2004 - Amount: $36,469,000.00, "School Effects And Students Placed At Risk: National And International Perspectives (project 4.1)," Awarded By: The Center for Research on the Education of Students Placed at Risk (CRESPAR), Geoffrey D. Borman, Co-Principal; S. Plank, Co-Principal.
  • 2002-2004 - Amount: $50,000.00, "Spencer Post-Doctoral Fellowship," Awarded By: National Academy of Education, Geoffrey D. Borman, Principal.
  • 2000-2002 - Amount: $296,458.00, "Teach Baltimore, Part Ii," Awarded By: The Smith Richardson Foundation, Geoffrey D. Borman, Co-Principal; M. Boulay, Co-Principal.
  • 2000-2001 - Amount: $79,268.00, "Transition Through Schooling And Into The Labor Force (project Hp2)," Awarded By: National Center for Career and Technical Education, Geoffrey D. Borman, Principal.
  • 1999-2000 - Amount: $98,758.00, "Summer Learning And Summer School: Local And National Perspectives," Awarded By: Open Society Institute, Geoffrey D. Borman, Co-Principal; M.Boulay, Co-Principal; J. Kaplan, Co-Principal.
  • 1999-2000 - Amount: $70,128.00, "Evaluating The Long-Term Impact Of Multiple Summer Interventions On The Reading Skills Of Low-Income, Early-Elementary Students," Awarded By: The Smith Richardson Foundation, Geoffrey D. Borman, Co-Principal; M. Boulay, Co-Principal.
  • 1998-1999 - Amount: $35,000.00, "Title I And Student Achievement: A Reanalysis Of The Prospects Data," Awarded By: The Spencer Foundation, Geoffrey D. Borman, Principal.
  • 1998-1999 - Amount: $15,000.00, "Title I And Student Achievement: An Assessment Of The Most Recent Evidence," Awarded By: American Educational Research Association Grants Program, Geoffrey D. Borman, Principal.
  • 1996-1998 - Amount: $500,000.00, "Improving Within-School And School-Community Systemic Linkages For At-Risk Students," Awarded By: National Science Foundation, Methodology, Measurement, and Statistics Program (Grant # SBR9515136, Geoffrey D. Borman; K.K. Wong; L.V. Hedges; J.V. D'Agostino.
  • 1997-1998 - Amount: $28,000.00, "Promoting High Achievement Among Minority Students," Awarded By: The College Board, Geoffrey D. Borman, Co-Principal; S. Stringfield, Co-Principal.
  • 1996-1997 - Amount: $10,000.00, "School Inputs And Student Mathematics Outcomes: A Reanalysis Of The "conventional Wisdom."," Awarded By: University of Chicago School Mathematics Project Fund for the Support of Research in Mathematics Education, Geoffrey D. Borman.
  • 1995-1996 - Amount: $15,000.00, "Improving Mathematics Instruction For At-Risk Students," Awarded By: University of Chicago School Mathematics Project Fund for the Support of Research in Mathematics Education, Geoffrey D. Borman; K.K Wong; L.V. Hedges; J.V. D'Agostino.
  • 1994-1996 - Amount: $100,000.00, "Prospects: Special Analyses," Awarded By: U.S. Department of Education, Office of the Undersecretary (ED Contract #EA9404101), Geoffrey D. Borman; K.K. Wong; L.V. Hedges; J.V. D'Agostino.

Publications

  • Borman, G.D., Grigg, J., & Hanselman, P. (in press). An effort to close achievement gaps at scale through self-affirmation. Educational Evaluation and Policy Analysis.
  • Tipton, E., Hedges, L., Vaden-Kiernan, M., Borman, G.D., Sullivan, K., & Caverly, S. (2014). Sample selection in randomized experiments: A new method using propensity score stratified sampling. Journal of Research on Educational Effectiveness. 7, 114-135.
  • Hanselman, P., Bruch, S.K., Gamoran, A., & Borman, G.D. (2014). Threat in context: School moderation of the impact of social identity threat on racial/ethnic achievement gaps. Sociology of Education. pp. 106-124.
  • Grigg, J., Kelly, K.A., Gamoran, A., & Borman, G.D. (2013). Effects of two scientific inquiry professional development interventions on teaching practice. Educational Evaluation and Policy Analysis. 35, 38-56.
  • Grigg, J., & Borman, G.D. (2013). Impacts and alternatives: Evidence from an elementary charter school evaluation. Journal of School Choice. 8, 69-93.
  • Hanselman, P., & Borman, G.D. (2013). The impacts of Success for All on reading achievement in grades 3-5: Does intervening during the later elementary grades produce the same benefits as intervening early? Educational Evaluation and Policy Analysis. 35, 237-251.
  • Borman, G.D. (2012). An examination of professional learning communities in St. Paul Public Schools. The Senior Urban Education Research Fellowship Series.
    Online Publication/Abstract
  • Borman, G.D. (2012). Examination of a self-affirmation intervention in St. Paul Public Schools. The Senior Urban Education Research Fellowship Series.
    Online Publication/Abstract
  • Carlson, D., & Borman, G.D. (2011). A multi-state district-level cluster randomized trial of the impact of data-driven reform on reading and mathematics achievement. Educational Evaluation and Policy Analysis.
  • Konstantopoulos, S., & Borman, G.D. (2011). Family background and school effects on student achievement: A multilevel re-analysis of the Coleman data. Teachers College Record. 113, 97-132.
  • Benson, J., & Borman, G.D. (in press). Family and contextual socioeconomic effects across seasons: When do they matter for the achievement growth of young children? Teachers College Record. 112, 1338-1390.
  • Cooper, H., Borman, G.D., & Fairchild, R. (in press). School calendars and academic achievement. Handbook of research on schools, schooling, and human development. Mahwah, NJ: Erlbaum.
  • Borman, G.D., & Dowling, N.M. (in press). Schools and inequality: A multilevel analysis of Coleman’s Equality of Educational Opportunity data. Teachers College Record.
  • Borman, G.D., & Benson, J. (in press). A randomized field trial of the Fast ForWord Language computer-based training program. Educational Evaluation and Policy Analysis. 31, 82-106.
  • Borman, G.D., Goetz, M.E., & Dowling, N.M. (in press). Halting the summer achievement slide: A randomized field trial of the KindergARTen summer camp. Journal of Education for Students Placed at Risk.
  • Borman, G.D. (2009). National efforts to bring reform to scale in America’s high- poverty elementary and secondary schools: Outcomes and implications. Washington, DC: Center on Education Policy.
    Abstract: Report commissioned by the Center on Education Policy and the Obama transition team
  • Beckett, M., Borman, G.D., Parsley, D., Ross, S., Schirm, A., & Taylor, J. (2009). Structuring out-of-school time to improve student academic achievement: A practice guide (NCEE #2009-012). Washington, DC: National Center for Education Evaluation and Regional Assistance.
    Online Publication/Abstract
  • Borman, G.D. Student and teacher outcomes of the Superkids quasi-experimental study. Manuscript submitted for publication.
  • Borman, G.D. (2009). The use of randomized trials to inform education policy. In D. Plank, G. Sykes, & B. Schneider (Eds.), AERA handbook on education policy research. Washington, DC: Routledge.
  • Borman, G.D., & Grigg, J.A. (2009). 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.
  • Borman, G.D., Dowling, N.M., & Schneck, C. (in press). A multi-site cluster randomized field trial of Open Court Reading. Educational Evaluation and Policy Analysis. pp. 389-407.
  • Borman, G.D., Gamoran, A., & Bowdon, J. (2008). A randomized trial of teacher development in elementary science: First-year achievement effects. Journal of Research on Educational Effectiveness. pp. 237-264.
  • Kamil, M.L., Borman, G.D., Dole, J., Kral, C.C., Salinger, T., & Torgensen, J. (2008). Improving adolescent literacy: Effective classroom and intervention practices: A practice guide. Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
    Online Publication/Abstract
    Abstract: NCEE #2008-4027
  • Borman, G.D., & Dowling, N.M. (2008). Teacher attrition and retention: A meta-analytic and narrative review of the research. Review of Educational Research. 78, 367-409.
  • Benson, J., & Borman, G.D. (2007)Family and contextual socioeconomic effects across seasons: When do they matter for the achievement growth of young children. WCER Working Paper No. 2007-05. Manuscript in preparation.
    Online Publication/Abstract
  • 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. (2007). Student and teacher outcomes of the Superkids quasi-experimental study. Madison, WI: University of Wisconsin, Department of Educational Leadership and Policy Analysis.
  • Borman, G.D., & Benson, J. (2006)Can brain research and computers improve literacy? A randomized field trial of the Fast ForWord Language computer-based training program. WCER Working Paper No. 2006-5. Manuscript in preparation.
    Online Publication/Abstract
  • Borman, G.D. (2006). National efforts to bring reform to scale in high-poverty schools: Outcomes and implications. In B. Schneiderer (Eds.), Scale-up in education: Ideas in principle & issues in practice. Lanham, MD: Rowman and Littlefield.
  • Borman, G.D., Slavin, R.E., Cheung, A., Chamberlain, A., Madden, N., & Chambers, B. (2006). School-level factors in comprehensive school reform. In D.K. Aladjem & K.M. Borman (Eds.), Examining comprehensive school reform, (pp. 219-246). Washington, DC: Urban Institute Press.
  • 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., Benson, J., & Overman, L.T. (2005). Families, schools, and summer learning. Elementary School Journal. 106, 131-150.
  • Borman, G.D. (2005). National efforts to bring reform to scale in high-poverty schools: Outcomes and implications. In L. Parker (Eds.), Review of Research in Education, 29, (pp. 1-28). Washington, DC: American Educational Research Association.
  • 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., & 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.
  • Odden, A.R., 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., & Overman, L.T. (2004). Academic resilience in mathematics among poor and minority students. Elementary School Journal. 104, 177-195.
  • Borman, G.D., Overman, L.T., Fairchild, R., Boulay, M., & Kaplan, J. (2004). Can a multiyear summer program prevent the accumulation of summer learning losses? In G.D. Borman, & M. Boulay (Eds.), Summer learning: Research, policies, and programs, (pp. 231-253). Mahwah, NJ: Erlbaum.
  • Borman, G.D., Hewes, G., Overman, L., & Brown, S. (2004). Comprehensive school reform and achievement: A meta-analysis. Putting the pieces together: Lessons from comprehensive school reform research. Washington, DC: National Clearinghouse for Comprehensive School Reform.
    Abstract: Adapted from Borman, Hewes, Overman, & Brown, 2003
  • 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.
  • Borman, G.D., & Boulay, M. (2004). Summer learning: Research, policies, and programs. In Borman, G.D., & Boulay, M (Eds.), Mahwah, NJ: Erlbaum.
  • Borman, G.D. (2003). Compensatory education: United States. In J.W. Guthrie (Eds.), 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. (2003). How can Title I improve achievement? Educational Leadership. 60(4), 49-53.
    Abstract: 2003/2003
  • Borman, G.D., Hewes, G., Overman, L.T., & Brown, S. (2002). Comprehensive school reform and student achievement: A meta-analysis. CRESPAR Report #59. Baltimore, MD: Johns Hopkins University, Center for Research on the Education of Students Placed At Risk.
  • 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., & Rachuba, L.T. (2001). Academic success among poor and minority students: An analysis of competing models of school effects. CRESPAR Report #52. Baltimore, MD: Johns Hopkins University, Center for Research on the Education of Students Placed At Risk.
  • Borman, G.D., Rachuba, L., Hewes, G., Boulay, M., & Kaplan, J. (2001). Can a summer intervention program using trained volunteer teachers narrow the achievement gap? First-year results from a multi-year study. ERS Spectrum. 19(2), 19-30.
  • Borman, G.D., Wong, K.K., Hedges, L.V., & D'Agostino, J.V. (2001). Coordinating categorical and regular programs: Effects on Title I students’ educational opportunities and outcomes. In G.D. Borman, S.C. Stringfield, & R.E. Slavin (Eds.), Title I: Compensatory education at the crossroads, (pp. 79-116). Mahwah, NJ: Erlbaum.
  • Borman, G.D. (in press). Summers are for learning. Principal. 80(3), 26-29.
  • Borman, G.D., & Hewes, G. (2001). The long-term effects and cost-effectiveness of Success for All. CRESPAR Report #53. Baltimore, MD: Johns Hopkins University, Center for Research on the Education of Students Placed At Ris.
  • Borman, G.D. (2001). The overall effectiveness of Title I: A review of recent research. Evaluating the effectiveness of Title I schoolwide programs: Evidence from the field, Borman, G.D. (2001). The overall effectiveness of Title I: A review of recent research. Evaluating the effectiveness of Title I schoolwide programs: Evidence from the field. AMS Press.
    Abstract: Adapted from Borman, 2000
  • D'Agostino, J.V., Hedges, J.V., Wong, K.K., & Borman, G.D. (2001). Title I parent- involvement programs: Effects on parenting practices and student achievement. In G.D. Borman, S.C. Stringfield, & R.E. Slavin (Eds.), Title I: Compensatory education at the crossroads, (pp. 117-136). Mahwah, NJ: Erlbaum.
  • Borman, G.D., Stringfiled, S.C., & Slavin, R.E. (2001). Title I: Compensatory education at the crossroads. In Borman, G.D., Stringfield, S.C., & Slavin, R.E. (Eds.), Mahwah, NJ: Erlbaum.
  • Borman, G.D., Stringfield, R.E., & Rachuba, L. (2000). Advancing minority high achievement: National trends and promising programs and practices. New York: The College Board.
  • Borman, G.D., Rachuba, L., Datnow, A., Alberg, M., MacIver, M., Stringfield, S., & Ross, S. (2000). Four models of school improvement: Successes and challenges in reforming low-performing, high-poverty Title I schools. CRESPAR Report #48. Baltimore, MD: Johns Hopkins University, Center for Research on the Education of Students Placed At Risk.
  • Stringfield, S., Datnow, A., Borman, G.D., & Rachuba, L. (2000). National evaluation of Core Knowledge sequence implementation: Final report. CRESPAR Report #49. Baltimore, MD: Johns Hopkins University, Center for Research on the Education of Students Placed At Ris.
  • 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. (in press). The effects of summer school: Questions answered, questions raised (commentary). Monographs of the Society for Research in Child Development. 65(1).
    Abstract: Serial No. 260
  • Borman, G.D. (2000). Title I: The evolving research base. Journal of Education for Students Placed At Risk. 5, 27-45.
  • Borman, G.D., Boulay, M., Kaplan, J., Rachuba, L.T., Hewes, G., Myers, D., & Mullens, J. (1999). Evaluating the long-term impact of multiple summer interventions on the reading skills of low-income, early-elementary students. Preliminary report, year 1. Baltimore, MD: Johns Hopkins University, Center for Social Organization of Schools.
  • 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. (1998). A review of the book Reversing Underachievement Among Gifted Black Students: Promising Practices and Programs. Journal of Education for Students Placed at Risk, 3, 185-189.
  • 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., 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.
  • Pratt, D.J., Whitmore, R.w., Wine, j.S., Blackwell, K.M., Forsyth, B.H., Smith, T.K., Becker, E.A., Veith, K.J., Mitchell, M., & Borman, G.D. (1996). Beginning postsecondary students longitudinal study second followu. Washington, DC: U.S. Department of Education, National Center for Education Statistics.
  • Wong, K., Hedges, L., Borman, G.D., & D'Agostino, J. (1996). Prospects: Special analyses. Final report. U.S. Department of Education, Office of the Undersecretary.
    Abstract: ERIC Document Reproduction Service No. ED 402 656
  • 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.

Awards and Honors

  • Publications Committee Award for Outstanding Participation in Reviewing Submissions for Educational Evaluation
    Organization: The American Educational Research Association
    Purpose: Scholarship/Research
    Date(s): 2008
  • Palmer O. Johnson Award
    Organization: The American Educational Research Association
    Description: For the article "Final Reading Outcomes of the National Randomized Field Trial of Success for All"
    Date(s): 2007
  • Publications Committee Award for Outstanding Participation in Reviewing Submissions for Educational Evaluation
    Organization: The American Educational Research Association
    Purpose: Scholarship/Research
    Description: Participation in Reviewing Submissions for Educational Evaluation and Policy Analysis (2007).
    Date(s): 2007
  • Publications Committee Award for Outstanding Participation in Reviewing Submissions for Educational Evaluation
    Organization: The American Educational Research Association
    Purpose: Scholarship/Research
    Description: for the Review of Educational Research (2005)
    Date(s): 2005
  • Raymond E. Cattell Early Career Award
    Organization: The American Educational Research Association
    Description: The American Educational Research Association Raymond E. Cattell Early Career Award (2004)
    Date(s): 2004
  • Review of Research Award for the article, "Comprehensive School Reform and Achievement: A Meta-Analysis."
    Organization: The American Educational Research Association
    Date(s): 2004
  • Publications Committee Award for Outstanding Participation
    Organization: The American Educational Research Association
    Description: Reviewing Submissions for Review of Educational Research
    Date(s): 2002
  • Publications Committee Award for Outstanding Participation in Reviewing Submissions for Educational Evaluation
    Organization: The American Educational Research Association
    Purpose: Scholarship/Research
    Description: The American Educational Research Association Publications Committee Award for Outstanding Participation in Reviewing Submissions for the Review of Educational Research (2002)
    Date(s): 2002
  • Spencer Post-Doctoral Fellowship Award
    Organization: National Academy of Education
    Purpose: Scholarship/Research
    Description: National Academy of Education/Spencer Post-Doctoral Fellowship Award (2002)
    Date(s): 2002
  • Merit- Based Fellowship Awards
    Organization: University of Chicago
    Scope: Other University
    Date(s): 1993 - 1997
  • Fellow
    Organization: American Educational Research Association
    Date(s): 2009
  • Member
    Organization: Society for Research Synthesis Methodology
    Date(s): 2006
© 2016 Board of Regents of the University of Wisconsin System • Please contact the School of Education External Relations Office with questions, issues or comments about this site.