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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

Project Title: National Center for Research in Vocational Education
Grant Number: V051A30003-97A/V051A30004-97A
Act under which Funds Administered: Carl D. Perkins Vocational Education Act
P.L. 98-524
Source of Grant: Office of Vocational and Adult Education
U.S. Department of Education
Washington, DC 20202
Grantee: The Regents of the University of California
c/o National Center for Research in Vocational Education
2030 Addison Street, Suite 500
Berkeley, CA 94720
Director: David Stern
Percent of Total Grant Financed by Federal Money: 100%
Dollar Amount of Federal Funds for Grant: $4,500,000
Disclaimer: This publication was prepared pursuant to a grant with the Office of Vocational and Adult Education, U.S. Department of Education. Grantees undertaking such projects under government sponsorship are encouraged to express freely their judgement in professional and technical matters. Points of view or opinions do not, therefore, necessarily represent official U.S. Department of Education position or policy.
Discrimination: Title VI of the Civil Rights Act of 1964 states: "No person in the United States shall, on the ground of race, color, or national origin, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance." Title IX of the Education Amendments of 1972 states: "No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving federal financial assistance." Therefore, the National Center for Research in Vocational Education project, like every program or activity receiving financial assistance from the U.S. Department of Education, must be operated in compliance with these laws.



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

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

The 1998 program of work for NCRVE will collect timely new evidence on whether and how student achievement is improving as a result of efforts in high schools and community colleges to prepare students simultaneously for work and for further education. Activities will provide direct guidance to the field on how to design, organize, and carry out such efforts.

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

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

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

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

Professional Development: Preservice, Inservice, Mentoring

Section Two: NCRVE Personnel Directory

This year, the NCRVE Personnel Directory has been integrated with the NCRVE 1998 Agenda. The directory of NCRVE staff appears as Section Two of this publication and is designed to facilitate access to administrative, project, and program staff. The directory contains three subsections: (1) headquarters personnel, (2) site personnel, and (3) project/program personnel. This last section is organized numerically by project.


Section One:
1998 NCRVE Agenda

RESEARCH AND DEVELOPMENT ACTIVITIES

OVAE Category:
Teaching and Learning

Project 98-01
Academic Skills at Work

Project Director: Cathy Stasz, RAND (Year 1 of 1)
Keywords: curriculum integration, academic skills, workplace performance

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:

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

Project Director:Thomas Bailey, Teachers College, Columbia University (Year 1 of 1)
Keywords: school to work, secondary-postsecondary-work transitions, academic skills, guidance and counseling

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

Project Director: Judith J. Lambrecht, University of Minnesota (Year 1 of 1)
Keywords: school-based learning, work-based learning, information technology, business education, skills development

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

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:

OVAE Category:
Building Partnerships and Consensus for Change

Project 98-07
Changing Admission Procedures in Four-Year Colleges
To Support K-14 Reform

Project Directors: L. Allen Phelps, University of Wisconsin
David Stern, University of California, Berkeley (Year 1 of 1)
Keywords: performance-based college admissions and placement, public policy,
K-12 reform

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:

The project will produce several materials:

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

Project Directors: Gary Hoachlander, MPR Associates, Inc.
Phyllis Hudecki, University of California, Berkeley
Carolyn Maddy-Bernstein, University of Illinois (Year 1 of 1)
Keywords: technical assistance, state support, student achievement, assessment, accountability, team building

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

Project 98-05
Enabling High Schools To Assess Results
for Students of Schoolwide Reform

Project Director: Karen Levesque, MPR Associates, Inc. (Year 1 of 1)
Keywords: whole-school reform, secondary-postsecondary-work transitions, local data collection methods

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

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

Project 98-02
School to Work in a Changed Economy

Project Directors: Thomas Bailey and Annette Bernhardt, Teachers College, Columbia University (Year 1 of 1)
Keywords: public policy, community colleges, socioeconomic status and mobility, minority workers, school to work

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:

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

Project Directors: Debra D. Bragg, University of Illinois
Carolyn Dornsife, University of California, Berkeley (Year 1 of 1)
Keywords: Tech Prep, secondary-postsecondary-work transitions, case studies

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:

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

Project 98-09
The NCRVE Teacher Education Initiative: 1998

Project Directors: Victor M. Hernández and L. Allen Phelps, University of Wisconsin
(Year 1 of 1)
Keywords: teacher education reform, demonstration sites, case studies

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 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

Project Director: David Stern, University of California, Berkeley (Year 1 of 1)
Keywords: field-initiated proposals

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:

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


DISSEMINATION AND TRAINING ACTIVITIES

OVAE Category:
Teaching and Learning

Project 98-12
Career Development Program Search

Project Director: Carolyn Maddy-Bernstein, University of Illinois (Year 1 of 1)
Keywords: guidance and counseling, exemplary programs

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 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

Project 98-11
Dissemination Program

Project Director: Peter F. Seidman, University of California, Berkeley (Year 1 of 1)
Keywords: referral/information brokering, social marketing/public information, information dissemination, electronic communications/resources

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

The Dissemination Program engages in the following activities in order to effectively distribute knowledge to its user communities:

Knowledge Acquisition

Knowledge acquisition involves assisting NCRVE's clients to access information. NCRVE will use the following major technologies to implement knowledge acquisition:

Knowledge Collaboration

Knowledge collaboration promotes the multi-way flow of NCRVE-produced knowledge. The key implementing approaches NCRVE will use in encouraging this flow are as follows:

Deliverables

Written Products
The Dissemination Program will produce and distribute the following public domain materials:
Public Information/Materials Display
The Materials Distribution Service of NCRVE will have a public information/ materials booth at approximately twelve conferences.

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

Project Director: Denise Bradby, MPR Associates, Inc. (Year 1 of 1)
Keywords: technical assistance: curriculum/program improvement, K-12 reform, academic skills

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

academic skills 98-01, 98-03, 98-13

accountability 98-08

assessment 98-08

business education 98-04

case studies 98-06, 98-09

community colleges 98-02

curriculum integration 98-01

demonstration sites 98-09

electronic communications/resources 98-11

exemplary programs 98-12

field-initiated proposals 98-10

guidance and counseling 98-03, 98-12

information dissemination 98-11

information technology 98-04

K-12 reform 98-07, 98-13

local data collection methods 98-05

minority workers 98-02

performance-based college admissions and placement 98-07

public policy 98-07, 98-02

referral/information brokering 98-11

school to work 98-03, 98-02

school-based learning 98-04

secondary-postsecondary-work transitions 98-03, 98-05, 98-06

skills development 98-04

social marketing/public information 98-11

socioeconomic status and mobility 98-02

state support 98-08

student achievement 98-08

teacher education reform 98-09

team building 98-08

Tech Prep 98-06

technical assistance 98-08

technical assistance: curriculum/program improvement 98-13

whole-school reform 98-05

work-based learning 98-04

workplace performance 98-01



Section Two:
NCRVE Personnel Directory

Headquarters Personnel

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

Director

David Stern
NCRVE
2030 Addison Street, Suite 500
Berkeley, CA 94720-1674
(510) 642-4004
Fax: (510) 642-2124

Associate Director

Phyllis Hudecki
NCRVE
2030 Addison Street, Suite 500
Berkeley, CA 94720-1674
(510) 642-4004
Fax: (510) 642-2124

Deputy Director

Olivia Armstrong
NCRVE
2030 Addison Street, Suite 500
Berkeley, CA 94720-1674
(510) 642-4004
Fax: (510) 642-2124

Administrative

Ken Bowers, Assistant to NCRVE Director
NCRVE
2030 Addison Street, Suite 500
Berkeley, CA 94720-1674
(510) 642-7035
Fax: (510) 642-2124
Peggy Drake, Financial Assistant III
NCRVE
2030 Addison Street, Suite 500
Berkeley, CA 94720-1674
(510) 642-3797
Fax: (510) 642-2124
Jeanette Luong
Receptionist/Personnel/Payroll Assistant I
NCRVE
2030 Addison Street, Suite 500
Berkeley, CA 94720-1674
(510) 643-8892
Fax: (510) 642-2124
Diana Nielsen, Personnel/Payroll Assistant III
NCRVE
2030 Addison Street, Suite 500
Berkeley, CA 94720-1674
(510) 642-2035
Fax: (510) 642-2124
Iberia Todd, Financial Assistant II
NCRVE
2030 Addison Street, Suite 500
Berkeley, CA 94720-1674
(510) 643-6503
Fax: (510) 642-2124


Site Personnel

University of California, Berkeley

Site Director

W. Norton Grubb
University of California, Berkeley
Graduate School of Education
Berkeley, CA 94720
(510) 642-3488
Fax: (510) 642-4803

University of Illinois, Champaign/Urbana

Site Director

Debra Bragg
University of Illinois
Department of Human Resource Education
345 Education Building
1310 S. Sixth Street
Champaign, IL 61820
(217) 333-0807
Fax: (217) 244-5632

Administrative

Linda Iliff, Administrative Assistant
University of Illinois
345 Education Building
1310 S. Sixth Street
Champaign, IL 61820
(217) 333-0807
Fax: (217) 244-5632
Ghazala Ovaice, Project Staff
University of Illinois
345 Education Building
1310 S. Sixth Street
Champaign, IL 61820
(217) 333-0807
Fax: (217) 244-5632

University of Minnesota

Site Director

George Copa
Department of Work, Community, and Family Education
University of Minnesota
425D VoTech Building
1954 Buford Avenue
St. Paul, MN 55108
(612) 624-9284
Fax: (612) 624-4720

Administrative

Sandi Emmerson, Principal Secretary
Department of Work, Community, and Family Education
University of Minnesota
425P VoTech Building
1954 Buford Avenue
St. Paul, MN 55108
(612) 624-7240
Fax: (612) 624-4720

MPR Associates, Inc.

Site Director

Gary Hoachlander
MPR Associates, Inc.
2150 Shattuck Avenue, Suite 800
Berkeley, CA 94704
(510) 849-4942
Fax: (510) 849-0794

Administrative

Kathleen Mullen, Project Assistant
MPR Associates, Inc.
2150 Shattuck Avenue, Suite 800
Berkeley, CA 94704
(510) 849-4942
Fax: (510) 849-0794

RAND

Site Director

Cathy Stasz
RAND
1700 Main Street
P.O. Box 2138
Santa Monica, CA 90407-2138
(310) 393-0411, ext. 6326
Fax: (310) 393-4818

Administrative

Donna White, Administrative Assistant
RAND
1700 Main Street
P.O. Box 2138
Santa Monica, CA 90407-2138
(310) 393-0411, ext. 7462
Fax: (310) 393-4818

Teachers College, Columbia University

Site Director

Thomas Bailey
Institute on Education and the Economy
Teachers College, Columbia University
Box 174, 439 Thorndike Hall
525 W. 120th Street
New York, NY 10027
(212) 678-3091
Fax: (212) 678-3699

Administrative

Kathleen Keane, Administrative Assistant
Institute on Education and the Economy
Teachers College, Columbia University
Box 174, 439 Thorndike Hall
525 W. 120th Street
New York, NY 10027
(212) 678-3091
Fax: (212) 678-3699
Lisa Rothman, Assistant Director
Institute on Education and the Economy
Teachers College, Columbia University
Box 174, 439 Thorndike Hall
525 W. 120th Street
New York, NY 10027
(212) 678-3331
Fax: (212) 678-3699

Virginia Polytechnic Institute and State University

Site Director

Curtis Finch
College of Human Resources and Education
Vocational and Technical Education
112 Lane Hall
Virginia Polytechnic Institute and State University
Blacksburg, VA 24061-0254
(540) 231-8175
Fax: (540) 231-7013

Administrative

Eileen Keeney, Executive Secretary
College of Human Resources and Education
Vocational and Technical Education
112 Lane Hall
Virginia Polytechnic Institute and State University
Blacksburg, VA 24061-0254
(540) 231-5982
Fax: (540) 231-2747

University of Wisconsin-Madison

Site Director

L. Allen Phelps
University of Wisconsin
Center on Education and Work
964 Educational Sciences
1025 W. Johnson Street
Madison, WI 53706-1796
(608) 263-2714
Fax: (608) 262-3063

Administrative

Phoebe Rock, Project Assistant
University of Wisconsin
Center on Education and Work
964 Educational Sciences
1025 W. Johnson Street
Madison, WI 53706-1796
(608) 265-6700
Fax: (608) 262-3063


Project/Program Personnel

(Project 98-01) Academic Skills at Work

Cathy Stasz, Project Director
RAND
1700 Main Street
P.O. Box 2138 Santa Monica, CA 90407-2138
(310) 393-0411, ext. 6326
Fax: (310) 393-4818
Dominic Brewer, Project Associate
RAND
1700 Main Street
P.O. Box 2138
Santa Monica, CA 90407-2138
(310) 393-0411, ext. 7694
Fax: (310) 393-4818
Tessa Kaganoff, Research Assistant
RAND
1700 Main Street
P.O. Box 2138
Santa Monica, CA 90407-2138
(310) 393-0411, ext. 6649
Fax: (310) 393-4818
Stephanie Williamson, Research Assistant
RAND
1700 Main Street
P.O. Box 2138
Santa Monica, CA 90407-2138
(310) 393-0411, ext. 6266
Fax: (310) 393-4818

(Project 98-02) School to Work in a Changed Economy

Thomas Bailey, Project Director
Institute on Education and the Economy
Teachers College, Columbia University
Box 174, 439 Thorndike Hall
525 W. 120th Street
New York, NY 10027
(212) 678-3091
Fax: (212) 678-3699
Annette Bernhardt, Project Director
Institute on Education and the Economy
Teachers College, Columbia University
Box 174, 439 Thorndike Hall
525 W. 120th Street
New York, NY 10027
(212) 678-3091
Fax: (212) 678-3699

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

Thomas Bailey, Project Director
Institute on Education and the Economy
Teachers College, Columbia University
Box 174, 439 Thorndike Hall
525 W. 120th Street
New York, NY 10027
(212) 678-3091
Fax: (212) 678-3699
Donna Merritt, Research Associate
Institute on Education and the Economy
Teachers College, Columbia University
Box 174, 439 Thorndike Hall
525 W. 120th Street
New York, NY 10027
(212) 678-3091
Fax: (212) 678-3699

(Project 98-04) Developing Employment-Related Technology Skills

Judith Lambrecht, Project Director
Department of Work, Community, and Family Education
University of Minnesota
420A VoTech Building
1954 Buford Avenue
St. Paul, MN 55108
(612) 626-1256
Fax: (612) 624-4720
Sandi Emmerson, Principal Secretary
Department of Work, Community, and Family Education
University of Minnesota
425P VoTech Building
1954 Buford Avenue
St. Paul, MN 55108
(612) 624-7240
Fax: (612) 624-4720

(Project 98-05) Enabling High Schools To Assess Results for Students of Schoolwide Reform

Karen Levesque, Project Director
MPR Associates, Inc.
2150 Shattuck Avenue, Suite 800
Berkeley, CA 94704
(510) 849-4942
Fax: (510) 849-0794
Mario Delci, Project Staff
NCRVE
2030 Addison Street, Suite 500
Berkeley, CA 94720-1674
(510) 643-6441
Fax: (510) 642-2124

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

Debra Bragg, Project Director
University of Illinois
345 Education Building
1310 S. Sixth Street
Champaign, IL 61820
(217) 333-0807
Fax: (217) 244-5632
Carolyn Dornsife, Project Director
NCRVE
2030 Addison Street, Suite 500
Berkeley, CA 94720-1674
(510) 643-5206
Fax: (510) 642-2124
Donna Dare, Project Staff
University of Illinois
345 Education Building
1310 S. Sixth Street
Champaign, IL 61820
(217) 333-0807
Fax: (217) 244-5632
William Reger, Project Staff
University of Illinois
345 Education Building
1310 S. Sixth Street
Champaign, IL 61820
(217) 333-0807
Fax: (217) 244-5632
Martina Stovall, Project Staff
University of Illinois
345 Education Building
1310 S. Sixth Street
Champaign, IL 61820
(217) 333-0807
Fax: (217) 244-5632

(Project 98-07) Changing Admission Procedures in Four-Year Colleges To Support K-14 Reform

L. Allen Phelps, Project Director
University of Wisconsin
Center on Education and Work
964 Educational Sciences
1025 W. Johnson Street
Madison, WI 53706-1796
(608) 263-2714
Fax: (608) 262-3063
David Stern, Project Director
NCRVE
2030 Addison Street, Suite 500
Berkeley, CA 94720-1674
(510) 642-4004
Fax: (510) 642-2124
Derek Briggs, Project Staff
NCRVE
2030 Addison Street, Suite 500
Berkeley, CA 94720-1674
(510) 642-4004
Fax: (510) 642-2124
Christine Maidl-Pribbenow, Research Assistant
University of Wisconsin
Center on Education and Work
964 Educational Sciences
1025 W. Johnson Street
Madison, WI 53706-1796
(608) 265-4179
Fax: (608) 262-3063
Phoebe Rock, Project Assistant
University of Wisconsin
Center on Education and Work
964 Educational Sciences
1025 W. Johnson Street
Madison, WI 53706-1796
(608) 265-6700
Fax: (608) 262-3063

(Project 98-08) Support to States

Gary Hoachlander, Project Director
MPR Associates, Inc.
2150 Shattuck Avenue, Suite 800
Berkeley, CA 94704
(510) 849-4942
Fax: (510) 849-0794
Phyllis Hudecki, Project Director
NCRVE
2030 Addison Street, Suite 500
Berkeley, CA 94720-1674
(510) 642-4004
Fax: (510) 642-2124
Carolyn Maddy-Bernstein, Project Director
University of Illinois
345 Education Building
1310 S. Sixth Street
Champaign, IL 61820
(217) 333-0807
Fax: (217) 244-5632
Linda Iliff, Administrative Assistant
University of Illinois
345 Education Building
1310 S. Sixth Street
Champaign, IL 61820
(217) 333-0807
Fax: (217) 244-5632
Zipura Burac Matias, Program Coordinator
University of Illinois
345 Education Building
1310 S. Sixth Street
Champaign, IL 61820
(217) 333-0807
Fax: (217) 244-5632

(Project 98-09) The NCRVE Teacher Education Initiative: 1998

Victor Hernández, Project Director
University of Wisconsin
Center on Education and Work
964 Educational Sciences
1025 W. Johnson Street
Madison, WI 53706-1796
(608) 265-4578
Fax: (608) 262-3050
L. Allen Phelps, Project Director
University of Wisconsin
Center on Education and Work
964 Educational Sciences
1025 W. Johnson Street
Madison, WI 53706-1796
(608) 263-2714
Fax: (608) 262-3063
Amy Diehl, Project Assistant
University of Wisconsin
Center on Education and Work
964 Educational Sciences
1025 W. Johnson Street
Madison, WI 53706-1796
(608) 265-4575
Fax: (608) 262-3050
Thomas Sargent, Research Assistant
University of Wisconsin
Center on Education and Work
964 Educational Sciences
1025 W. Johnson Street
Madison, WI 53706-1796
(608) 263-5936
Fax: (608) 262-3063

Participating NCRVE Sites

Patricia Kelly
Center for Teacher Education
225 War Memorial Hall
Virginia Polytechnic Institute and State University
Blacksburg, VA 24061-0313
(540) 231-5174
Fax: (540) 231-9075
L. Allen Phelps
University of Wisconsin
Center on Education and Work
964 Educational Sciences
1025 W. Johnson Street
Madison, WI 53706-1796
(608) 263-2714
Fax: (608) 262-3063
David Stern
NCRVE
2030 Addison Street, Suite 500
Berkeley, CA 94720-1674
(510) 642-4004
Fax: (510) 642-2124

(Project 98-10) Field-Initiated Activities

David Stern, Project Director
NCRVE
2030 Addison Street, Suite 500
Berkeley, CA 94720-1674
(510) 642-4004
Fax: (510) 642-2124
Mark Jury, Research Associate
562 LRDC Building
University of Pittsburgh
Pittsburgh, PA 15260
(412) 624-6962
Fax: (412) 624-3051
Deborah McKoy, Project Staff
NCRVE
2030 Addison Street, Suite 500
Berkeley, CA 94720-1674
(510) 643-9020
Fax: (510) 642-2124
Lauren Resnick, Principal Investigator
824 LRDC Building
University of Pittsburgh
Pittsburgh, PA 15260
(412) 624-7485
Fax: (412) 624-3051

(Project 98-11) Dissemination Program

Peter Seidman, Project Director
NCRVE
2030 Addison Street, Suite 500
Berkeley, CA 94720-1674
(510) 642-4004
Fax: (510) 642-2124
Marilyn Abbink, Project Staff
NCRVE
2030 Addison Street, Suite 500
Berkeley, CA 94720-1674
(510) 643-6539
Fax: (510) 642-2124
David Carlson, Project Staff
NCRVE
2030 Addison Street, Suite 500
Berkeley, CA 94720-1674
(510) 642-3798
Fax: (510) 642-2124
Carrie Collins, Project Staff
NCRVE
2030 Addison Street, Suite 500
Berkeley, CA 94720-1674
(510) 643-5748
Fax: (510) 642-2124
Damaris Moore, Project Staff
NCRVE
2030 Addison Street, Suite 500
Berkeley, CA 94720-1674
(510) 642-7499
Fax: (510) 642-2124
Mary Carol Randall, Project Staff
NCRVE
2030 Addison Street, Suite 500
Berkeley, CA 94720-1674
(510) 642-5564
Fax: (510) 642-2124

Materials Distribution Service (MDS)

F. Gene Miller, Director of MDS
NCRVE Materials Distribution Service
Western Illinois University
1 University Circle
46 Horrabin Hall
Macomb, IL 61455
(800) 637-7652 or (309) 298-3382
Fax: (309) 298-2869
Phyllis Plank, Associate Director of MDS
NCRVE Materials Distribution Service
Western Illinois University
1 University Circle
46 Horrabin Hall
Macomb, IL 61455
(800) 637-7652 or (309) 298-3382
Fax: (309) 298-2869
Tammy Carson, Document Design Specialist
NCRVE Materials Distribution Service
Western Illinois University
1 University Circle
46 Horrabin Hall
Macomb, IL 61455
(800) 637-7652 or (309) 298-3382
Fax: (309) 298-2869
Gina Colley, Projects Accounts Specialist
NCRVE Materials Distribution Service
Western Illinois University
1 University Circle
46 Horrabin Hall
Macomb, IL 61455
(800) 637-7652 or (309) 298-3382
Fax: (309) 298-2869
Sandra Larimer, Projects Editor
NCRVE Materials Distribution Service
Western Illinois University
1 University Circle
46 Horrabin Hall
Macomb, IL 61455
(800) 637-7652 or (309) 298-3382
Fax: (309) 298-2869
Pam Mainland, Projects Printing Coordinator
NCRVE Materials Distribution Service
Western Illinois University
1 University Circle
46 Horrabin Hall
Macomb, IL 61455
(800) 637-7652 or (309) 298-3382
Fax: (309) 298-2869
Sean O'Donnell-Brown, Projects Technology Coordinator
NCRVE Materials Distribution Service
Western Illinois University
1 University Circle
46 Horrabin Hall
Macomb, IL 61455
(800) 637-7652 or (309) 298-3382
Fax: (309) 298-2869

(Project 98-12) Career Development Program Search

Carolyn Maddy-Bernstein, Project Director
University of Illinois
345 Education Building
1310 S. Sixth Street
Champaign, IL 61820
(217) 333-0807
Fax: (217) 244-5632
Linda Iliff, Administrative Assistant
University of Illinois
345 Education Building
1310 S. Sixth Street
Champaign, IL 61820
(217) 333-0807
Fax: (217) 244-5632
Zipura Burac Matias, Program Coordinator
University of Illinois
345 Education Building
1310 S. Sixth Street
Champaign, IL 61820
(217) 333-0807
Fax: (217) 244-5632

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

Denise Bradby, Project Director
MPR Associates, Inc.
2150 Shattuck Avenue, Suite 800
Berkeley, CA 94704
(510) 849-4942
Fax: (510) 849-0794

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