The 1998 Agenda and Personnel Directory for the National Center for Research in Vocational Education

MDS-1223

Graduate School of Education
University of California, Berkeley

Consortium Members

The University of California, Berkeley
The University of Illinois
The University of Minnesota
MPR Associates, Inc.
RAND
Teachers College, Columbia University
Virginia Polytechnic Institute and State University
The University of Wisconsin

National Center for Research in Vocational Education
Graduate School of Education
University of California, Berkeley
2030 Addison Street, Suite 500
Berkeley, CA 94720-1674

Supported by
The Office of Vocational and Adult Education
U.S. Department of Education

June 1998

FUNDING INFORMATION

• Section One: 1998 NCRVE Agenda
  • Mission Statement
  • Overview
  • Research and Development Activities
    • OVAE Category: Teaching and Learning
      • Academic Skills at Work (Project 98-01)
      • School to Work for the College Bound: Strategies for Maximizing the Educational Opportunities of School-to-Work Students (Project 98-03)
      • Developing Employment-Related Technology Skills (Project 98-04)
    • OVAE Category: Building Partnerships and Consensus for Change
      • Changing Admission Procedures in Four-Year Colleges To Support K-14 Reform (Project 98-07)
      • Support to States (Project 98-08)
    • OVAE Category: Performance Management Systems
      • Enabling High Schools To Assess Results for Students of Schoolwide Reform (Project 98-05)
    • OVAE Category: Organization and Finance
      • School to Work in a Changed Economy (Project 98-02)
      • The Community College and Beyond: How Tech Prep/School-to-Work Affects Students (Project 98-06)
    • OVAE Category: Professional Development
      • The NCRVE Teacher Education Initiative: 1998 (Project 98-09)
      • Field-Initiated Activities (Project 98-10)
  • Dissemination and Training Activities
    • OVAE Category: Teaching and Learning
      • Career Development Program Search (Project 98-12)
    • OVAE Category: Building Partnerships and Consensus for Change
      • Dissemination Program (Project 98-11)
      • Technical Assistance to High Schools that Work Southern RegionalEducation Board (Project 98-13)
  • Index
• Section Two: NCRVE Personnel Directory
  • Headquarters Personnel
  • Site Personnel
  • Project/Program Personnel

MISSION STATEMENT

The mission of the National Center for Research in Vocational Education (NCRVE) is to strengthen education to prepare all individuals for lasting and rewarding employment and lifelong learning.

NCRVE is the nation's largest center for research, development, dissemination, and outreach in work-related education. Headquartered at the University of California, Berkeley since 1988, NCRVE is presently an eight-member consortium, with Berkeley assisted in its efforts by the University of Illinois; MPR Associates; University of Minnesota; RAND; Teachers College, Columbia University; University of Wisconsin; and Virginia Polytechnic Institute and State University. The presence of NCRVE or one of its members in nearly every region of the country puts it in contact with the enormous diversity of educational institutions and labor markets in the United States. It also connects NCRVE with practitioners in each geographic region of the country.

NCRVE plays a key role in developing and disseminating a new concept of vocational education as it works towards fulfilling its mission. NCRVE believes such education

• offers every student the option of a high-quality, career-related course of study.

• integrates curricula, maintaining an emphasis on learning through applied problem solving--a strong feature of traditional vocational education--while including a rigorous course of academic study.

• simultaneously prepares students for immediate employment, further education, and lifelong learning.

Finding innovative ways to connect education and work is central to NCRVE's mission. Education must prepare youth for a world where learning and work are increasingly intertwined. NCRVE is committed to offering all students opportunities for challenging, relevant academics and meaningful work-based learning experiences in their communities. Through research and direct assistance to schools, we promote education that prepares students for college, careers, and lifelong learning. We find out what works and why.

OVERVIEW

Section One: NCRVE Agenda

NCRVE's activities fit into a set of five Office of Vocational and Adult Education (OVAE)/U.S. Department of Education categories. OVAE uses these categories to indicate how various kinds of federally sponsored work can contribute to improving student achievement. The categories are listed here, and each activity for 1998 is shown in the category where it best fits.

Teaching and Learning: Curricula, Assessment, Career Information/ Guidance, Technology, Students Support

• Academic Skills at Work

• School-to-Work for the College Bound: Strategies for Maximizing the Educational Opportunities of School-to-Work Students

• Developing Employment-Related Technology Skills

• Career Development Program Search

Building Partnerships and Consensus for Change: Educators--Local/State, Business, Elected Officials, Community, Postsecondary

• Changing Admission Procedures in Four-Year Colleges To Support K-14 Reform
  
• Dissemination Program

• Support to States

• Technical Assistance to High Schools that Work Southern Regional Education Board

Performance Management Systems: Standards--Local, State, National

• Enabling High Schools To Assess Results for Students of Schoolwide Reform

Organization and Finance: High Schools, Postsecondary, Out-of-School Youth

• School to Work in a Changed Economy

• The Community College and Beyond: How Tech Prep/School-to-Work Affects Students

Professional Development: Preservice, Inservice, Mentoring

• The NCRVE Teacher Education Initiative: 1998

Section Two: NCRVE Personnel Directory

Section One:
1998 NCRVE Agenda

Although academic disciplines remain the mainstay of the school curriculum, little research has examined the level of academic skills needed for the changed workplace or how an infusion of non-academic curricula affects the traditional curriculum. This project will focus on academic skills at work by pursuing three lines of inquiry.

First, we will conduct a critical review of the empirical literature to understand the relationship between academic skills and knowledge and work performance.

The second task will build on our previous research on skill demands through a new analysis of data from our recent study of generic skills in technical work (Stasz et al., 1996). This study gathered empirical data on technical work in four industries--(1) home health care, (2) transportation, (3) traffic management, and (4) semiconductor manufacturing.

The third task will analyze secondary national data contained in two major longitudinal surveys: High School and Beyond (HSB) and the National Educational Longitudinal Study of 1988 (NELS). (If time permits, we will also examine the National Longitudinal Study of the High School Class of 1972 [NLS72].)

This project will produce several documents:

• A technical report presenting findings from the quantitative and qualitative analyses

• Journal articles

• A synthesis piece for education practitioner and policy audiences discussing the relevant curriculum reform issues and synthesized research on skills at work, including academic skills, technical and social skills, and generic skills

We plan to disseminate results of this study broadly and to different audiences. The technical report and journal articles will be disseminated primarily to academic and research audiences. The synthesis document will be written for practitioner audiences. We will look for an opportunity to present our findings at a practitioner-oriented conference, rather than a research/academic conference.

Project 98-03
School to Work for the College Bound: Strategies for Maximizing
the Educational Opportunities of School-to-Work Students

A widespread interest exists among educators, employers, and policymakers in developing the academic potential of school-to-work (STW) programs and ensuring that participation is not a barrier to postsecondary enrollment. The overall goal of the project is to document and make available to the education community the ways in which STW students are being successfully prepared for and admitted to postsecondary institutions, while also paying attention to barriers that must still be overcome.

We plan to pursue this line of research in two ways. First, we will explore the strategies that high-quality STW programs use to improve the academic achievement of their students, using studies and interviews. We will concentrate on how the work-based learning experiences of students are transferred into classroom-based, academically oriented activities or curricula. Second, we will investigate the strategies and procedures that guidance or academic counselors use to help their STW students make the proper connections with postsecondary institutions (including selective colleges) and gain admission.

The project will produce a final report that outlines the strategies that STW programs have used to enhance academic learning and to prepare students for college, reporting on any evidence that is available concerning the effectiveness of these efforts. This report will fulfill NCRVE's statutory responsibility [Perkins section 404(b)(2)] in 1998 to prepare an annual report to the federal government on research pertaining to the transition from education to work.

During the coming year, we will present the results of this research, as well as distribute relevant materials, at several conferences. In addition, we will dedicate at least one site-based Brief (Briefs are short summaries of project findings) to the results of this project.

We will also co-sponsor a regional conference in collaboration with the Westchester Education Coalition, so that secondary and postsecondary educators can begin to collaborate on how best to implement STW for academic purposes. This conference will address the practical and policy implications of using STW to prepare students for college.

Project 98-04
Developing Employment-Related Technology Skills

Students need to learn how to use technology effectively by understanding the following:

• how the technology operates

• the business concepts being applied

• the expectations of a given work setting

The intent of this project is to examine the perspectives of teachers, students, and employer/supervisors of internship or cooperative education programs about how these three dimensions of effective technology use are balanced through in-school instruction and related internship or cooperative education placements. The deeper understanding gained from examining established business instructional programs will provide guidance for other secondary and postsecondary programs faced with the challenge of responding to the dynamic field of information technology use in business settings and preparing students who can transfer in-school preparation to unpredictable, constantly changing job requirements.

The project will produce several materials:

• A final written report, including among other information identification of teaching strategies for career preparation in technology-intensive business careers, technology-related competencies better learned at employment sites than at in-school settings, and a Practitioner's Guide for teaching business applications software using in-school and work-site instruction

• Conference presentations

• Preparation of articles for publication

OVAE Category:
Building Partnerships and Consensus for Change

K-14 educational institutions have been responding to the perceived requirements of the information society by offering students more opportunities for applied learning and designing courses of study that prepare for both work and further education. Admission procedures in four-year colleges and universities, however, have constrained these reform efforts by continuing to emphasize grades in conventional courses. A few states have begun to develop admission standards based on more direct assessments of what students know and can do. Generalizing this approach nationwide could serve the interests of students, K-14 institutions, and four-year colleges alike.

NCRVE will advance the discussion of new admission procedures in the following ways:

• By reviewing the state of the art of performance-based assessment for college admission, examining selected initiatives (e.g., Oregon's Proficiency Based Assessment System, Wisconsin's Competency Based Admissions initiative)

• By framing a proposal to expand the use and testing of such assessments in four-year college admission

The project will produce several materials:

• A report containing the review of research and current practice, the analysis of selected performance-based admission efforts, and the proposal for expanding the use of performance-based assessment in college admissions

• Briefs that summarize the findings and/or proposal in a reader-friendly format for policymakers, university governing boards, university faculty, and administrators

• Articles for journals of higher education

• A draft "proposal" to institutions of higher education and their national constituencies, including national associations of higher education professionals and policy boards, which conveys the essential elements of K-12 educational reforms that can align with and support performance-based admissions and college placement reforms; active collaboration with other organizations will bring this proposal to the attention of high-level decisionmakers in the nation's colleges and universities

Online text of this study's materials will be put onto the NCRVE website as will links to the websites of other national higher education organizations.

Project 98-08
Support to States

One of NCRVE's primary goals is to help states improve student achievement by assisting them in strengthening educational practice, assessment, and accountability. NCRVE will address this goal through carefully designed workshops and materials for state-level educators. All state vocational education directors and other appropriate state-level personnel will be surveyed to determine states' needs. Based on information from the telephone survey of states, NCRVE will work with states which elect to send a team to an action-oriented workshop in June 1998 and to a follow-up workshop in fall 1998.

It is the intent of these workshops to provide direct and individualized technical assistance to each state. The aim of the technical assistance is to advance the partnering of vocational and academic education within each state's overall delivery system for education. Researchers and practitioners will provide individual technical assistance to state teams before, during, and after the June workshops. During all the workshops, especially the fall conference, NCRVE will stress the benefits of teaming state-level administrators--vocational/technical with academic, secondary with postsecondary, and education with employment and economic development--in order to effectively build coherent and sustained state initiatives. The fall workshop will serve to sustain progress begun in the spring, facilitate intra- and interagency cooperation, and plan further implementation by the states in 1999.

NCRVE has adopted six operating principles to guide the planning and conducting of these workshops:

1. The primary objective of this technical assistance effort will be to assist states in raising student achievement through improved practice, effective assessment, and credible accountability based on sound performance measurement systems.

2. Each workshop will be tailored to specific local and state circumstances, as well as development priorities.

3. The workshops will be action-oriented, content and process-based, and dedicated to helping each state strengthen practice, assessment, and accountability.

4. The June workshops will be linked to the follow-up workshop in the fall to promote sustained local and state progress.

5. The needs of each state will be identified prior to the workshops in order for NCRVE to customize materials and its technical assistance, and to ensure that the time state teams spend at each workshop is focused and productive.

6. The workshops will focus technical assistance on the knowledge and expertise states have requested through the needs assessment, emphasizing such issues as alignment with academic and industry standards, links between performance measurement systems and key practices affecting curriculum and instruction, the role of assessment in accountability, and essential features of sound performance measurement.

As a result of the project, states should advance their current accountability systems to more effectively link academic and industry standards, curriculum and instruction, and performance measurement supporting higher student achievement.

OVAE Category:
Performance Management Systems

Many high schools around the country are engaged in restructuring or curricular reform designed to prepare students for both college and careers. Unfortunately, not enough information is being collected to let schools know to what extent these changes are achieving positive results for students. Without periodic data on student performance representing a cross-section of the student body, it is not possible for schools to tell whether they are making progress, or which schools are achieving the best results.

In 1998, NCRVE will work with 10 to 15 high schools committed to

• whole-school change.

• preparing all students for college and careers.

• systematically using data for continuous program improvement.

The objective in 1998 is to institute a data collection process that includes a representative sample of students from at least one grade level in order to measure schoolwide progress from one year to the next.

A final report will discuss some of the issues involved in schools' decisions about what information to collect and analyze, and will summarize data collected from each school at the end of the 1997-1998 school year.

Presentations based on this report will be made to the Southern Regional Education Board's High Schools that Work annual staff development conference. Presentations also might be made to the American Association of School Administrators (which has supported previous NCRVE work in this substantive area) and to a San Francisco regional school reform coalition.

OVAE Category:
Organization and Finance

The competitive position of the United States has strengthened, unemployment has fallen, and the country's economy appears to be in good shape. Nevertheless, that progress has come at a price. Wages for many American workers have stagnated and income inequality has grown. Moreover, traditional career paths and opportunities for upward mobility have broken down. This project will explore the causes of those trends, identifying the role that educational policy, especially school-to-work policy, could play in addressing these directions.

The project has two parts. We will first update past NCRVE research by reviewing and summarizing the recent work on changes in skills and the nature of employment, focusing on the relationship between those changes and the growing inequality. The second part will consist of an innovative quantitative analysis to explore the growing inequality in the life chances and upward mobility of young workers, including African American and Hispanic youth. Our quantitative analysis will compare two cohorts of young workers in order to better document recent changes in the transition from school to work and the consequences for upward mobility.

The project will produce the following materials:

• A final report documenting the findings from both the literature review and the quantitative investigation, discussing these findings in light of the larger issues surrounding current school-to-work public policy, particularly concerning community colleges and other sub-baccalaureate institutions, and summarizing the role that different types of education can play in promoting stronger career opportunities for young people; the primary audience will be policymakers and educational administrators, particularly at the state level

• Non-technical briefs that summarize the findings in an intuitive and accessible format

We will also present our findings and arguments at a variety of forums around the country, including school-to-work conferences and workshops for administrators, policymakers, businesspeople, and teachers.

Project 98-06
The Community College and Beyond:
How Tech Prep/School-to-Work Affects Students

The fundamental purpose of this study is to enrich and deepen our understanding of student outcomes associated with Tech Prep/STWOA (the School to Work Opportunities Act) systems. Three goals guide the research: (1) to describe six selected Tech Prep/STWOA systems, focusing on policies and practices designed to enhance student transition from high school to postsecondary education and work; (2) to compare educational and economic outcomes for participants and nonparticipants in Tech Prep/STWOA systems at predominant educational entry/exit points (high school, community college, university); and (3) to provide a more in-depth understanding of the various dimensions of student experiences as they transition to and through the postsecondary education level and work, exploring students' perceptions, preferences, successes, and failures. The research methodology will entail case study research in six sites geographically distributed throughout the United States in Florida, Illinois, New York, Ohio, Oregon, and Texas. The findings will be analyzed by site as well as across sites. Results will be used to inform policy and practice directed at improving the linkages between secondary and postsecondary education and work.

The project will produce the following materials:

• A technical report (written so that it has utility to practitioners, administrators, and policymakers) providing insights into how the various Tech Prep/STWOA systems operate, how they assess student outcomes (student achievement), and what effects they have on students beyond high school; policies and practices will highlight such areas as successful relationships between high schools, community colleges, and universities; partnerships between education and business; integration of academic and vocational education; and connections between school-based and work-based learning

• An executive summary containing policy implications and recommendations will be prepared for policymakers and disseminated nationally

• Journal articles

• Excerpts of the report will be released to national news organizations for publication in newsletters and trade journals

Other avenues of dissemination for this project include presentations at national conferences and online text pages on NCRVE's and other relevant websites.

OVAE Category:
Professional Development

Broad implementation of education-and-work reforms will require that both current and future educators have a substantial understanding of reform principles and ways in which school-based and work-based learning can be used to enhance curriculum and instruction. Thus, institutions of higher education must rethink their vision for teacher-education programs to align education-and-work reforms and "authentic" curriculum.

The 1998 NCRVE Teacher Education Initiative will work with up to three NCRVE-member institutions to develop teacher education, "redesign initiatives," and enhance their capacity for providing preservice training grounded on the principles underlying school-to-work reform. To support and inform the work of NCRVE participant teams, two case studies will be conducted to describe the impact of promising professional development programs on student achievement and career development at the secondary and postsecondary levels.

Dissemination strategies will include publications, training and networking to enhance leadership capacity at participant NCRVE member institutions, internet postings, and presentations at relevant conferences.

The project will produce the following materials:

• A report which will include (1) case studies describing the impact of promising professional development practices on students' learning and career development, and (2) results of work conducted by NCRVE-site teams through their demonstration projects

• Two briefs--based on case studies; the potential topics of these briefs will be to describe the impact of these program practices on student outcomes (e.g., achievement and career development) at the secondary and postsecondary levels and the nature of teacher education initiatives at participant NCRVE-member institutions

• Journal articles

A major component of the project is devoted to dissemination and training using NCRVE sites as the vehicle for demonstrating approaches to redesigning teacher education programs. Through their participation, demonstration sites will constitute dissemination sources supporting regional efforts.

Seminars on enhancing university capacity will bring together participant NCRVE-site teams to discuss topics relevant to teacher education, share expertise, and refine plans for redesigning teacher initiatives. These seminars will also provide opportunities for networking and dissemination.

The project staff has established a National Steering Team composed of key representatives of state- and national-level organizations concerned with teacher learning and professional development in the education and work arena. The Steering Team serves as the primary channel for maintaining a national dialogue on reformed teacher preparation. To the extent possible, ensuing dissemination efforts will be shared jointly with members of the Steering Team, and NCRVE member institutions participating in demonstration projects, so that the members of the organizations they represent will be directly encouraged to adopt the practices and policies identified in the project publications. In addition to joint sponsorship and co-authorship of reports and other publications, members of the Steering Team and university teams will be invited to share in the development of presentations and related papers emerging from the project. The joint dissemination efforts will serve to advance one of the major goals of the project: to extend and broaden the national dialogue on the important issue of improving teacher education and professional development designs and capacities.

Dissemination plans also include presentations at the 1998 Annual Convention of the American Vocational Association. Other appropriate regional and national forums will be identified and considered for presentations.

Project 98-10
Field-Initiated Activities

The Perkins Act authorizes NCRVE to set aside up to 10% of its grant for field-initiated activities that are consistent with NCRVE's mission but not included in the plan of work nor, necessarily, falling within any one of the five OVAE categories. Accordingly, NCRVE accepts proposals from the field for small projects or activities to be conducted either by NCRVE or by the applicant. Eligible applicants include public agencies, policymakers, administrators, practitioners, students, citizens, or organizations representing such groups. An application or request may be made to the NCRVE Director, or to one of the NCRVE sites, which then transmits it to the NCRVE Director.

The NCRVE Director judges applications or requests according to the following criteria:

• Consistency with the mission of NCRVE

• Likelihood that the activity will result in a timely written product that will be of use to the field or of interest to a national audience

• Budgetary feasibility

The NCRVE Director informs the OVAE Program Officer before committing resources for field-initiated activities.

DISSEMINATION AND TRAINING ACTIVITIES

Over the past four years, NCRVE's Office of Student Services at the University of Illinois and the U.S. Department of Education have jointly conducted an annual search of exemplary career guidance and counseling programs. The search has taken place in collaboration with the American Vocational Association and the State Supervisors of Guidance and Counseling. The purpose of the search is

• to encourage systems change so that the developmental career needs of all students become an integral part of the educational process.

• to promote exemplary/model program activities and the adoption of model practices.

To date, 19 exemplary programs have been identified, and information has been disseminated nationally. These programs are located in public middle and high schools, community colleges, technical colleges, and adult education programs throughout the United States. The NCRVE staff proposes to continue this cooperative effort in 1998.

The project will produce a monograph designed to (1) increase clients' awareness and understanding of critical issues in career development to facilitate the transition of students from school to career and/or further education; and (2) promote the adoption of exemplary programs and model practices. The publication is targeted for educators, administrators, counselors, and policymakers interested in career development that facilitates the transition of students from school to work.

OVAE Category:
Building Partnerships and Consensus for Change

The Dissemination Program operates as a centrally coordinated system among NCRVE staff and research and non-research stakeholders in the vocational education enterprise. The Dissemination Program is an integral part of NCRVE's infrastructure, offering a consistent, reliable method of translating and brokering NCRVE-generated research, development, and service-based, practitioner-based, and policy-based knowledge in ways useful to our constituencies and usable by them, facilitating the movement of that knowledge to these persons.

The Dissemination Program organizes itself around three basic functions: (1) knowledge distribution, (2) knowledge acquisition, and (3) knowledge collaboration. Each of these components uses a varying blend of several approaches, including database development and use, information brokering, publications, marketing/promotion, direct interpersonal linkages, and electronic communications.

Knowledge Distribution

• Review/revision/production/distribution of primary products (e.g., research monographs, training manuals)

• Creation of derived materials (e.g., newsletters, research briefs)

• Promotion/marketing and public awareness of NCRVE products and the NCRVE itself (e.g., conference booths, press releases, electronic marketing)

Knowledge Acquisition

• Information brokering--that is, operating as an intermediary for a variety of information services, products, and human resources to educators, researchers, policymakers, and business/industry/labor

• Electronic communications (e.g., maintenance of a website and listservs)

Knowledge Collaboration

• Electronic communications (e.g., participation in multiple listservs' discussions)

• Linkages with other key knowledge transfer networks (e.g., ERIC Clearinghouses, OERI/USED regional laboratories)

Deliverables

Written Products

• Products generated by non-Dissemination Program activities (anticipate 37 documents: primary deliverables, journal articles, reprints, and working papers)

• CenterWork--a quarterly newsletter

• CenterFocus--a series of up to four synthesis papers on topics of concern to NCRVE (anticipate at least one new topic and three reissues)

• CenterPoint--a series of papers which recapitulate, update, and resynthesize NCRVE research on selected topics (anticipate seven)

• Product advertisements

• Redesigned product catalogs--an annotated list of all NCRVE products organized by major Research and Development themes

• Press releases, news briefs, and pitch letters as necessary

• The 1998 Agenda and Personnel Directory for the National Center for Research in Vocational Education, which abstracts all 1998 NCRVE projects/programs, and lists contact information for NCRVE's administrative, Research and Development, and Dissemination and Training personnel

• "Net Gain"--a column on electronic resources of interest to AVA members, published in each issue of AVA's Techniques

Public Information/Materials Display

Project 98-13
Technical Assistance to High Schools that Work
Southern Regional Education Board

For the past six years, NCRVE through MPR Associates has provided technical assistance to the High Schools that Work Consortium (HSTW) of the Southern Regional Education Board. In 1998, NCRVE proposes to continue this relationship with what has become the largest and most significant network of schools committed to raising the achievement of students engaged in vocational education through major changes in curriculum, teaching practices, and school organization. Today, more than 600 high schools in 24 states are part of the HSTW consortium, and the numbers continue to grow at a rapid pace.

For 1998, we are proposing to continue the major functions NCRVE has performed in the past. Specifically, NCRVE will (1) assist HSTW with updating its student follow-up assessment to be fielded in 1998; (2) produce site reports for the 600+ schools comprising HSTW; (3) conduct workshops at the spring, summer, and fall conferences; and (4) assist with consortium-wide planning and review through participation in HSTW board meetings and in design sessions with the Educational Testing Service, which conducts the HSTW assessment.

NCRVE's work with HSTW is one of its most visible dissemination activities. In addition to preparing site reports for each of HSTW's participating schools, NCRVE is also highly visible at HSTW meetings and at its major fall, spring, and summer conferences. NCRVE is a co-sponsor of the summer conference, which in past years has attracted more than 5,000 academic and vocational teachers throughout the country. This year, for the first time, HSTW will sponsor two summer conferences. NCRVE will be present at both.

Index

Section Two:
NCRVE Personnel Directory

National Center for Research in Vocational Education
University of California, Berkeley
2030 Addison Street, Suite 500
Berkeley, CA 94720-1674
(510) 642-4004
(800) (old phone deleted)
Fax: (510) 642-2124

Administrative

Site Personnel

University of California, Berkeley

University of Illinois, Champaign/Urbana

University of Minnesota

MPR Associates, Inc.

RAND

Teachers College, Columbia University

Virginia Polytechnic Institute and State University

University of Wisconsin-Madison

Project/Program Personnel

Participating NCRVE Sites

Materials Distribution Service (MDS)