Educational Leadership & Policy Analysis (ELPA)
348 Education Building
1000 Bascom Mall
Madison, WI 53706-1326
Trained as a quantitative methodologist at the University of Chicago, Dr. Borman (Ph.D., 1997) is a Professor of Education at the University of Wisconsin—Madison, the Deputy 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 nine years, Borman has led or co-directed eight major randomized controlled trials, which have included student-level, classroom-level, school-level, and district-level educational interventions. 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 National Research Center on the Gifted and Talented and three of the nation's regional educational laboratories funded by the Institute of Education Sciences. He serves on the editorial boards of five academic journals, including the American Educational Research Journal and Elementary School Journal. He is 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 recently named to the 15-member Urban Education Research Task Force established to advise the U.S. Department of Education on issues affecting urban education. 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 through his nomination and selection as a Fellow of the American Educational Research Association.