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About the Study | Methodology
Dr. Jay G. Chambers | Dr. Jesse Levin | Dr. Karen DeMoss | Ms. Danielle DeLancey | Ms. Karen Manship
Dr. Jay G. Chambers is a Senior Research Fellow and is the Managing Director of the Education Finance Business Development group in the Education Program at American Institutes for Research (AIR). Dr. Chambers holds an appointment as a consulting professor in the Stanford University School of Education and served as the President of the American Education Finance Association in 2002/2003. During 2002, Dr. Chambers was appointed by President Bush to serve on the President's Commission on Excellence in Special Education to help formulate recommendations for reauthorization of the Individuals with Disabilities Education Act (DEA).
Dr. Chambers is a nationally recognized expert in school finance and education cost analysis. Over the past 30 years, he has directed and been involved in many national-, state-, and local studies related to programmatic and resource costs in education, and has published numerous articles in professional journals and books on this subject. His research and writing has covered virtually every major educational or related service program from early intervention to vocational education for children from birth through secondary education. He has also written and conducted projects working directly with local school districts, state departments of education, and the National Center for Education Statistics (NCES) to improve the quality of fiscal and cost information for school decision making.
Prior to joining AIR, Dr. Chambers was president of the Associates for Education Finance and Planning (AEFP, Inc.) in California, from 1981 90. From 1978 85, he served as the Associate Director of the Institute for Research on Educational Finance and Governance (IFG) located at Stanford University. He has also been a faculty member at the Universities of Rochester (1975 78) and Chicago (1973 75). Dr. Chambers has been a consultant to state legislatures and served as an expert witness on issues related to school finance.
Dr. Chambers earned his Ph.D. in economics from Stanford University in 1975 where he specialized in economics of education, labor economics, urban economics, and applied microeconomics.
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Dr. Jesse D. Levin is a Senior Research Scientist for the Education Program at the American Institutes for Research (AIR). At AIR he has been involved in a number of projects investigating educational finance and adequacy. Currently, Dr. Levin serves as Project Director on two projects: "Improving Achievement for Low-Income Students: What Makes a Difference?", an investigation into the educational practices of California elementary schools that serve low socio-economic status student populations; and "The Cost of Comprehensive High School Reform", a study that intends to obtain accurate cost of successfully implementing and maintaining selected mainstream comprehensive high school reform models. Prior to that, Levin was the Deputy Project Director and Principal Analyst the New York Adequacy Study, whose objective was to define and cost out the resources necessary to provide an adequate education for students enrolled in New York public schools. In addition, he recently served as the Principal Analyst for the expenditure analysis component of the National Early Intervention Longitudinal Study (NEILS), which examined the expenditures for, and potential benefits of, early intervention service provided to children under the Individuals with Disabilities Education Act (IDEA).
Prior to joining AIR, Dr. Levin served as an Economic Researcher for the Institute for Research of Schooling, Labor Market and Economic Development (SCHOLAR) in the Netherlands, a priority program of the Dutch National Science Foundation. There he conducted research in the economics of education and labor economics including performing major countrywide studies of the efficacy of class size reduction, the differences in the effectiveness of Catholic versus public schooling, and measuring the rate of return to Dutch education. These research results were widely discussed across the Dutch media. In addition, published versions of his research have appeared as articles in peer-reviewed journals, books and magazines. In addition, he has presented extensively at international conferences and workshops. Aside from his research activities at AIR he has also served as a referee for Economics of Education Review. Dr. Levin received his Ph.D from the University of Amsterdam and the Tinbergen Institute in 2002 where he specialized in the economics of education, labor economics and applied microeconomics/econometrics.
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Karen DeMoss is Assistant Professor in the Educational Leadership Program at the University of New Mexico. Her research interests lie in school reform and educational policy, with a particular emphasis on equitable and adequate provision of education. She earned her Ph.D. from the University of Chicago, where she also worked for 7 years at the Consortium on Chicago School Research as Productivity Researcher on school improvement and reform. She has worked on a variety of research projects on school reform, from arts initiatives to charter schools to systemic efforts including the Annenberg project in Chicago. Currently she is working on a programmatic reform effort for leadership preparation in urban schools through the College of Education's partnership with Albuquerque Public Schools and on a book on preventive application of legal principles in schools. She is co-editor of the 2004 American Education Finance Association Yearbook, Money, Politics, and Law: Intersections and Conflicts in the Provision of Educational Opportunity, co-author of Effective Partnering for School Change: Improving Early Childhood Education in Urban Classrooms, and author of several articles and reports on change initiatives in schools. Her dissertation, Political Dispositions and Educational Finance Equity: An Analysis of Court Decisions Across the United States was co-awarded the 2002 American Educational Research Association (AERA) Division L Policy and Politics Dissertation Award.
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Danielle DeLancey, a Research Associate at the American Institutes for Research (AIR), earned her Master's degree in International Education Policy from Harvard University Graduate School of Education. Prior and during her Masters, Danielle was actively involved in the classroom through education outreach, curriculum development, assessment of bilingual students and as a middle-grades teacher in North Carolina through the Teach for America program. She is currently working on a range of research and evaluation projects including the examination of efficiency and adequacy in New Mexico and California schools, bilingual education, public school accountability and literacy evaluation.
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Ms. Karen Manship, a Research Analyst at AIR, has conducted cost analyses for a number of projects during her time at AIR, including the Packard Foundation Preschool for All Technical Assistance project, Preschool Technical Assistance for Sonoma County, and the National Longitudinal Study of No Child Left Behind, Targeting and Resource Allocation Component (TRAC). Before joining AIR, she was an Analyst for the School Finance Redesign Project at the University of Washington, a multi-university project funded by the Bill and Melinda Gates Foundation. In that role, she was responsible for developing an instrument to collect inputs for a preK-12 cost model to be used in two states. Prior, she served as a Statistician at the U.S. Department of Education's National Center for Education Statistics, where she was responsible for longitudinal survey design and data analysis for the Early Childhood Longitudinal Studies program. Ms. Manship received her Master's degree in Urban Affairs and Public Policy from the University of Delaware.
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