Gina M. Hewes
Center for Social Organization of Schools
Johns Hopkins University
3003 N. Charles St., Ste. 200
Baltimore, MD 21218
(410) 516-8876
ghewes@csos.jhu.edu

Education

Ph.D. 2003
Harvard University, Sociology

Dissertation: “Black-White Differences in the Gender Wage Ratio”
Committee: Annemette Sørensen, Ph.D. (chair), Christopher Winship, Ph.D., and Mariko Chang, Ph.D.

B.A. 1990
Yale University, cum laude, Psychology

Professional Experience

1998-Present
Johns Hopkins University, Center for Social Organization of Schools

Associate Research Scientist (2003-Present) under Sam Stringfield, Ph.D. and Research Assistant (1998-2003) under Geoffrey Borman, Ph.D. Research on issues of education for disadvantaged and minority children, using secondary analysis of large data sets, and analysis of quantitative data collected in-house.

1992-1998
Harvard University

Research Assistant to Peggy Levitt, Ph.D., Department of Sociology. Research on immigration, using decennial census data.

Research Assistant to Stephan Thernstrom, Ph.D., Department of History, and Dr. Abigail Thernstrom, Ph.D. Research on race, using General Social Survey data.

Research Apprentice/Assistant to Stanley Lieberson, Ph.D., Department of Sociology. Research on first names trends, using state of Illinois data, 1916-1987.

1989-1990
Yale University, Department of Psychology

Research Assistant to Edmund Gordon, Ph.D. Writing and editing assistance on papers relating to educational research.

Research Assistant to Bonnie Leadbeater, Ph.D. Research on adolescents’ risky sexual behavior, using interview data.

Research Apprentice to Assaad Azzi, Ph.D. Research on attitudes toward women, using survey data.

Publications

Borman, G.D., Hewes, G.M., Overman, L.T., & Brown, S.A. (in press). Comprehensive school reform and student achievement: A meta-analysis. Review of Educational Research.

Borman, G.D., Brown, S., & Hewes, G. (in press). Early reading skills and the social composition of schools: A multilevel analysis of the kindergarten year. In M. Ross (Ed.) Educational and instructional consequences of high-poverty schooling. Washington, DC: National Center for Education Statistics, U.S. Department of Education.

Borman, G.D., & Hewes, G.M. (2003). The long-term effects and cost-effectiveness of Success for All. Educational Evaluation and Policy Analysis, 24, 243-266.

Swanson, C.B., Plank, S.B., & Hewes, G.M. (2002). From National Movement to Local Action: A Report on the Status of Standards-Based Science Instruction in Middle School Classrooms. Baltimore, MD: Center for the Social Organization of Schools, Johns Hopkins University. (Under review as CRESPAR Technical Report.)

Borman, G.D., Hewes, G.M., Overman, L.T., & Brown, S.A. (2002). Comprehensive school reform and student achievement: A meta-analysis. CRESPAR Technical Report No. 59. Baltimore, MD: Center for Research on the Education of Students Placed at Risk, Johns Hopkins University.

Borman, G.D., & Hewes, G.M. (2001). The long-term effects and cost-effectiveness of Success for All. CRESPAR Technical Report No. 53. Baltimore, MD: Center for Research on the Education of Students Placed at Risk, Johns Hopkins University.

Borman, G.D., Rachuba, L.T., Hewes, G.M., Boulay, M., & Kaplan, J. (2001). Can a summer intervention program using trained volunteer teachers narrow the achievement gap? First-year results from a multi-year study. ERS Spectrum, 19(2), 19-30.

Presentations and Reports

Borman, G.D., Hewes, G.M., Overman, L.T., & Brown, S.A. (2003). Comprehensive school reform and student achievement: A meta-analysis. Symposium presented at the annual meeting of the American Educational Research Association, Chicago.

Borman, G.D., Hewes, G.M., Overman, L.T., & Brown, S.A. (2003). Comprehensive school reform and student achievement: A meta-analysis. Invited presentation, co-sponsored by the American Educational Research Association (AERA), the Institute for Educational Leadership (IEL), and the National Clearinghouse for Comprehensive School Reform (NCCSR), The Library of Congress, Washington, DC, April 2003.

Borman, G.D., Hewes, G.M., Overman, L.T., & Brown, S.A. (2003). Comprehensive school reform and student achievement: What we have learned from a quantitative synthesis of the evaluation literature. Invited presentation, National Clearinghouse for Comprehensive School Reform Network of Researchers Meeting, “CSR Research: Where Are We Heading?” Washington, DC, May 2002.

Borman, G.D., Brown, S., & Hewes, G.M. (2002). Early learning and the social composition of schools: A multilevel analysis. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, April 2002.

Borman, G.D., Brown, S., & Hewes, G.M. (2002). Early reading skills and the social composition of schools: A multilevel analysis of the kindergarten year. Invited presentation, National Center for Education Statistics, U.S. Department of Education, Washington, DC, March 2002.

Borman, G.D., Brown, S., & Hewes, G.M. (2001). Early Learning and the Social Composition of Schools: A Multi-Level Analysis. Baltimore, MD: Johns Hopkins University.

Borman, G.D., Rachuba, L.T., & Hewes, G.M. (2001). Statistical Matching of Achievement First and Control Schools. Quantitative Report #1. Baltimore, MD: Fund for Educational Excellence.

Borman, G.D., Rachuba, L.T., & Hewes, G.M. (2001). A Quasi-Experimental Analysis of Achievement Outcomes for the 1998-1999 Achievement First Schools and Matched Control Schools. Quantitative Report #2. Baltimore, MD: Fund for Educational Excellence.

Borman, G.D., Hewes, G.M., & Rachuba, L.T. (2000). The impact of federal compensatory education funding: Does the Congressionally mandated Prospects study inform the debate? Baltimore, MD: Johns Hopkins University.

Borman, G.D., Boulay, M., Kaplan, J., Rachuba, L.T., & Hewes, G. (with Myers, D. & Mullens, J.) (1999). Evaluating the long-term impact of multiple summer interventions on the reading skills of low-income, early-elementary students. Preliminary report, year 1. Baltimore, MD: Johns Hopkins University, Center for Social Organization of Schools.

Borman, G.D., & Hewes, G.M. (2001). The long-term effects and cost-effectiveness of Success for All. Paper presented at the annual meeting of the American Educational Research Association, Seattle, April 2001.

Honors and Awards

Certificate of Distinction in Teaching, Spring 1997, for Introduction to the Sociology of Gender, Department of Sociology, Harvard University.

Professional Activities

Reviewer for Journal of Education for Students Placed At Risk.

Reviewer for Review of Educational Research.

Reviewer of submissions for Sociology of Education section of American Sociological Association annual conference. (2002)

Served on search committees for an Associate Research Scientist (ARS), for a joint ARS-Assistant Professor position, and for Spencer Foundation Post-Doctoral Fellows, Center for Social Organization of Schools, Johns Hopkins University.

Elected Graduate Student Representative to Graduate Admissions Committee, Department of Sociology, Harvard University. (1995)

Elected Graduate Student Representative to Junior Faculty Search Committee, Department of Sociology, Harvard University. (1994)

Co-organizer of the "Gender as a Category of Identity, Analysis, and Politics... In the Social Sciences?" section of the Talcott Parsons Conference, Harvard University. (1992-93)

Teaching Experience

Sociology 22, Introduction to the Sociology of Gender. Assisted in course design, and served as Teaching Fellow and as Guest Lecturer (course head Peggy Levitt), Harvard University, Spring 1997. Received award for teaching excellence.

Social Analysis 38, Social Stratification. Teaching Fellow (course head Aage Sørensen), Harvard University, Fall 1996.

Sociology 10, Introduction to Sociology. Teaching Fellow (course head John Campbell), Harvard University, Fall 1993 and Fall 1994.

Membership in Professional Associations

American Educational Research Association

American Sociological Association

American Educational Research Association, 1999-Present