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