Curriculum Vitae

Samuel Coburn Stringfield, Ph.D.
Center for Social Organization of Schools
Johns Hopkins University
3003 N. Charles Street, Suite 200, Baltimore, Maryland 21218
Phone: (410) 516-8834 E-mail: sstringf@csos.jhu.edu

ACADEMIC RECORD

1979-1983 Temple University, Ph.D. in Educational Psychology

1975-1978 University of North Carolina, M.A.T. in English Education

1967-1971 University of North Carolina, B.A. in Psychology, Minor in English

PROFESSIONAL EXPERIENCE

1989-Present Center for Social Organization of Schools, Johns Hopkins University

Co-Director (1994-Present), Program on Systemic Supports for School Improvement, Center for Research on the Education of Students Placed At Risk (CRESPAR)

Co-Director (1996-Present), Program on Integrated Reform, Center for Research on Education, Diversity and Excellence (CREDE)

Principal Research Scientist (1990-Present)

Research Scientist (1989-1990)

1985-1988 Coordinator, Denver Field Office, Northwest Regional Educational Laboratory

1985 & 1987 Visiting Scholar, Institute for Research on Educational Finance & Governance,
(Summers) Stanford University

1982-1985 Assistant Professor, Department of Education, Tulane University

1979-1982 Part-time Instructor, Department of Educational Psychology, Temple University

1977-1979 Research and Evaluation Coordinator, O.P.C. Mental Health Center, Chapel Hill, North Carolina

1971-1977 Research Assistant, Therapeutic Preschool, Biological Sciences Research Center and Child Development Institute, University of North Carolina

1972 Teacher, Therapeutic Preschool, Chapel Hill, North Carolina

1971-1972 Research Assistant and Computer Programmer, Action Research Project, Mysore State, India, Carolina Population Center and School of Education, University of North Carolina

MANUSCRIPTS: IN PRESS

Bol, L, & Stringfield, S. (in press). The KEYS Initiative in Memphis City Schools: A "Jump-start" on the journey to school restructuring. In B. Portin, L. Beck, M. Knapp, & J. Murphy (Eds.). Self-reflective renewal in schools: Local lessons from a national initiative. Westport, CT: Greenwood.

Stringfield, S., Kemper, E., & Teddlie, C. (in press). Summary of results from the fifth phase of the Louisiana School Effectiveness Study. School Effectiveness and School Improvement.

PUBLICATIONS

Stringfield, S. (2002). Issues in Conducting and Studying Large-Scale Educational Reform. Journal of Educational Change, 3 (1), 63-73.

Kemper, E., Stringfield, S., & Teddlie, C. (2002). Mixed Methods Sampling Strategies in Social Science Research. In A. Tashakkori & C. Teddlie (eds.) Handbook of mixed methodologies for the behavioral, health, and social sciences, (pp. 283-296). Thousand Oaks, CA: Sage.

Stringfield, S., & Land, D. (Eds.) (2002). Educating At-Risk Students. Chicago: National Society for the Study of Education.

Stringfield, S., & Datnow, A. (2002). Systemic supports for schools serving students placed at risk. In S. Stringfield & D. Land (eds.), Educating At-Risk Students,(pp 269-288). Chicago: National Society for the Study of Education.

Stringfield, S. (2002). Science making a difference: Let's be realistic! School Effectiveness and Improvement, 13 (1), 15-28.

Castellano, M., Stringfield, S., & Stone, J. (2002). Helping disadvantaged youth succeed in school: Second-year findings from a longitudinal study of CTE-based whole-school reforms. Minneapolis: NRCTE, University of Minnesota.

Reynolds, D., Creemers, B., Stringfield, S., Teddlie, C., & Schaffer, E. (2002). World Class Schools: International perspectives on school effectiveness. New York: Routledge/Falmer.

Castellano, M., Stringfield, S., & Stone, J. (2001). Career and Technical Education Reforms and Comprehensive School Reforms in High Schools and Community Colleges: Their Impact on Educational Outcomes For At-Risk Youth. Minneapolis: NRCTE, University of Minnesota.

Ross, S., Sanders, W., Wright, P., Stringfield, S., Wang, L., & Alberg, M. (2001). Two- and three-year achievement results from the Memphis Restructuring Initiative. School Effectiveness and School Improvement, 12 (3), 323-346.

Borman, G., Stringfield, S., & Slavin, R. (Eds.). (2001). Title I: Compensatory education at the crossroads. Mahwah, NJ: Lawrence Erlbaum Associates.

Stringfield, S. (2001). From Houston to America: A Review of Donald R. McAdams' "Fighting to Save Our Urban Schools . . . and Winning." Journal of Education for Students Placed At Risk, 6 (4), 445-446.

Stringfield, S., Reynolds, D., & Schaffer, E. (2001). The High Reliability Schools Project. Jolimont, Victoria, Australia: IARTV.

Mac Iver, M., & Stringfield, S. (2000). Privatized delivery of instructional services for urban public school students placed at risk. Educational Evaluation and Policy Analysis, 22 (4), 375-382.

Stringfield, S. (2000). Toward meeting the American Dream: A future for Title I. In D. Taylor & E. Kemper (Eds.) Title I schoolwide projects: Evidence from the field (pp199-210). New York: AMS.

Reynolds, D., Creemers, B., Teddlie, C., & Stringfield, S. (2000). World Class Schools: Some preliminary findings from the International School Effectiveness Research Project (ISERP). In J. Peschar & M. Van der Wal (Eds.), Education contested: Changing relations between state, market, and civil society in modern European education (pp. 15-26). Lisse, The Netherlands: Swets & Zeitlinger.

Datnow, A., Borman, G., & Stringfield, S. (2000). School reform through a highly specified curriculum: A study of the implementation and effects of the Core Knowledge sequence. Elementary School Journal, 101(2), 167-192.

Stringfield, S. (2000). A Response and a Hope for a Better Day. Phi Delta Kappan, 82 (4), 337-339.

Stringfield, S. (2000). A synthesis and critique of four recent reviews of whole-school reform in the United States. School Effectiveness and School Improvement, 11 (2), 259-269.

Borman, G., Rachuba, L., Datnow, A., Alberg, M., Mac Iver, M., Stringfield, S., & Ross, S (2000). Successes and challenges in reforming low performing, high-poverty Title I schools. Baltimore, MD: Johns Hopkins University Center for Research on the Education of Students Placed At Risk.

Datnow, A., & Stringfield, S. (2000). Working together for reliable school reform. Journal of Education for Students Placed At Risk, 5 (1 & 2), 183-204. Reprinted by the Education Issues Department of the American Federation of Teachers at http://www.aft.org/edissues/rsa/guide/change/working.htm.

Stringfield, S., Datnow, A., Borman, G., & Rachuba, L. (2000). National evaluation of Core Knowledge sequence Implementation: Final Report. Baltimore, MD: Johns Hopkins University Center for Research on the Education of Students Placed At Risk.

Reynolds, D., Creemers, B., Stringfield, S., & Teddlie, C. (2000). World Class Schools: Some preliminary methodological findings from the International School Effectiveness Research Project (ISERP). In D. Shorrocks-Taylor & E. Jenkins (Eds.), Learning from Others: International comparisons in education (pp. 15-26). Dordrecht, The Netherlands: Kluwer.

Teddlie, C., Stringfield, S., & Reynolds, D. (2000). Context issues within school effectiveness research. In C. Teddlie & D. Reynolds (Eds.), The International handbook of school effectiveness research (pp. 26-52). London: Falmer.

Reynolds, D., Teddlie, C., Hopkins, D., & Stringfield, S. (2000). School effectiveness and school improvement. In C. Teddlie & D. Reynolds (Eds.), The International handbook of school effectiveness research (pp. 160-186). London: Falmer.

Stringfield, S., Waxman, H., & Padron, Y. (2000). To be of lasting quality, school reform must include change in teaching. Teaching and Change, 7(2), 107-111.

McHugh, B., & Stringfield, S. (1999). Core Knowledge Curriculum: Three-year analysis of implementation and effects in five schools (Tech. Rep. No. 40). Baltimore: Johns Hopkins University, Center for Research on the Education of Students Placed At Risk.

Bosker, R., Creemers, B., & Stringfield, S. (Eds.). (1999). Enhancing educational excellence, equity, and efficiency. Dordrecht, The Netherlands: Kluwer.

Stringfield, S. (1999). The phoenix rises from its ashes. . . doesn't it? In J. Freiberg (Ed.), School Climate: Measuring, improving and sustaining healthy learning environments (pp. 186-207). London: Falmer.

Ross, S., Wang, L., Sanders, W., Wright, P., & Stringfield, S. (1999). Two- and three-year achievement results on the Tennessee Value-Added Assessment System for restructuring schools in Memphis. Memphis, TN: University of Memphis Center for Research in Educational Policy.

Stringfield, S., Datnow, A., Borman, G., & Rachuba, L. (1999). Evaluation of the Core Knowledge Sequence: Final Report. Baltimore, MD: Johns Hopkins University, Center for Social Organization of Schools.

Waxman, H., Padron, Y., & Stringfield, S. (1999). Teaching and change in urban contexts. Teaching and Change 7 (1), 3-16.

Stringfield, S. (1998). Organizational learning and current reform efforts. In K. Leithwood & K.S. Louis (Eds.), Schools as Learning Communities (pp. 255-268). Lisse, The Netherlands: Swets & Zeitlinger.

Stringfield, S., Millsap, M., & Herman, R. (1998). Using "promising programs" to improve educational processes and student outcomes. In A. Hargreaves, A. Lieberman, M. Fullan, & D. Hopkins (Eds.), International Handbook of Educational Change (pp. 1314-1338). Dordrecht, The Netherlands: Kluwer.

Stringfield, S. (1998). Choosing success. American Educator, 22 (3), 14-17, 46.

Stringfield, S., Datnow, A., & Ross, S. (1998). Scaling up school restructuring in multicultural, multilingual contexts: Early observations from Sunland County (Tech. Rep. No. 2). Santa Cruz, CA: University of California, Santa Cruz, Center for Research on Education, Diversity and Excellence.

Stringfield, S. (1998). Science, cynicism, and Diogenes' double-edged lamp. Education Week, 17(43), 45, 48.

Creemers, B., Reynolds, D., Chrispeels, J., Mortimore, P., Murphy, J., Stringfield, S., Stoll, L., & Townsend, T. (1998). The future of school effectiveness and improvement. School Effectiveness and School Improvement, 9 (2), 125-134.

McHugh, B., & Stringfield, S. (1998). Implementing a highly specified curricular, instructional, and organizational school design in a high-poverty, urban elementary school: Three year results (Tech. Rep. No. 20). Baltimore, MD: Johns Hopkins University, Center for Research on the Education of Students Placed At Risk.

Reynolds, D., Creemers, B., Stringfield, S., & Teddlie, C. (1998). Climbing an educational mountain: Conducting the International School Effectiveness Research Project (ISERP). In G. Walford (Ed.), Doing research about education (pp. 111-124). London: Falmer.

Ross, S., Sanders, W., Wright, P., & Stringfield, S. (1998). The Memphis Restructuring Initiative: Achievement results from years 1 and 2 on the Tennessee Value-Added Assessment System (TVAAS). Memphis, TN: University of Memphis Center for Research in Educational Policy.

Borman, G., Stringfield, S., & Rachuba, L. (1998). Advancing minority high achievement: National trends and promising programs and practices (Report prepared for the National Task Force on Minority High Achievement for the College Board). Baltimore, MD: Johns Hopkins University.

Snow, S., Burns, S., & Griffin, P. (Eds.). (1998). Starting out right. Washington, DC: National Research Council. (The committee members/authors included Catherine Snow (Chair), Marilyn Jaeger Adams, Barbara Bowman, Barbara Foorman, Dorothy Fowler, Claude Goldberg, Edward Kame'enui, William Labov, Richard Olson, Annemarie Palincsar, Charles Perfetti, Hollis Scarborough, Sally Shaywitz, Keith Stanovich, Dorothy Strickland, Sam Stringfield, and Elizabeth Sulzby.)

Stringfield, S., & Datnow, A. (1998). Scaling up school restructuring designs in urban schools. Education and Urban Society, 30 (3), 269-276.

Stringfield, S., Datnow, A., Ross, S., & Snively, F. (1998). Scaling up school restructuring in multicultural, multilingual contexts: Early observations from Sunland County. Education and Urban Society, 30 (3), 326-358.

Datnow, A., McHugh, B., Stringfield, S., & Hacker, D. (1998). Scaling up the Core Knowledge Sequence: The implications of specifying content but not process. Education and Urban Society, 30 (3), 409-432.

Stringfield, S. (1998). An anatomy of ineffectiveness. In L. Stoll & K. Myers (Eds.), No quick fixes: Perspectives on schools in difficulties (pp. 209-221). London: Falmer.

Stringfield, S., (1998). Being thankful for miracles: A review of "Waiting for a miracle" by J. Comer. Journal of Education for Students Placed At Risk, 3 (1), 101-102.

Snow, S., Burns, S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Research Council. (The committee included Catherine Snow (Chair), Marilyn Jaeger Adams, Barbara Bowman, Barbara Foorman, Dorothy Fowler, Claude Goldberg, Edward Kame'enui, William Labov, Richard Olson, Annemarie Palincsar, Charles Perfetti, Hollis Scarborough, Sally Shaywitz, Keith Stanovich, Dorothy Strickland, Sam Stringfield, and Elizabeth Sulzby.)

Stringfield, S., & Herman, R. (1997). Research on effective instruction for at-risk students: Implications for the St. Louis Public Schools. Journal of Negro Education, 66 (3), 258-288.

Stringfield, S. (1997). Underlying the chaos of factors explaining exemplary U.S. elementary schools: The case for High Reliability Organizations. In T. Townsend (Ed.), Restructuring and quality: Problems and possibilities for tomorrow's schools (pp. 143-160). London: Routledge.

Stringfield, S., Millsap, M., & Herman, R. (1997). Special strategies for educating disadvantaged children: Results and policy implications. Washington, DC: U.S. Department of Education.

Stringfield, S., Millsap, M.A., Herman, R., Yoder, N., Brigham, N., Nesselrodt, P., Schaffer, E., Karweit, N., Levin, M., & Stevens, R. (with Gamse, B., Puma, M., Rosenblum, S., Beaumont, J., Randall, B., & Smith, L.). (1997). Urban and suburban/rural special strategies for educating disadvantaged children. Final report. Washington, DC: U.S. Department of Education.

Stringfield, S., Millsap, M., Winfield, L., Brigham, N., Yoder, N., Moss, M., Nesselrodt, P., Schaffer, E., Bedinger, S., & Gamse, B. (1997). Urban and suburban/rural special strategies for educating disadvantaged children. Second year report. Washington, DC: U.S. Department of Education.

Rossi, R., & Stringfield, S. (1997). Educational reform and students at risk (ISBN 0-16048880-X). Washington, DC: Government Printing Office.

Rossi, R., & Stringfield, S. (1997). Educational reform and students at risk: Case study descriptions (Vol. 2). Washington, DC: U.S. Department of Education, Office of Educational Research and Improvement. (ERIC Document Reproduction Service No. EA 027 938).

Schaffer, E., Nesselrodt, P., & Stringfield, S. (1997). Impediments to reform: An analysis of destabilizing issues in ten promising programs. Arlington, VA: Educational Research Service.

Stringfield, S., Datnow, A., Herman, R., & Ross, S. (1997). Introduction to the Memphis Restructuring Initiative. School Effectiveness and School Improvement, 8 (1), 3-35.

Stringfield, S., & Ross, S. (1997). A "reflection" at mile three of a marathon: The Memphis Restructuring Initiative in mid-stride. School Effectiveness and School Improvement, 8 (1), 151-161.

Herman, R., & Stringfield, S. (1997). Ten promising programs for educating all students: Evidence of impact. Arlington, VA: Educational Research Service.

Stringfield, S., Ross, S., & Smith, L. (Eds.). (1996). Bold plans for school restructuring: The New American Schools designs. Mahwah, NJ: Lawrence Erlbaum Associates.

Stringfield, S., & Herman, R. (1996). Assessment of the state of school effectiveness research in the United States of America. School Effectiveness and School Improvement, 7 (2) 159-180.

Stringfield, S. (1996). Implementing school based change: The need for High Reliability Organizational processes. In R. Bloom & J. Arter (Eds.), A handbook for student performance assessment in an era of restructuring (pp. VIII, 2, 1-6). Alexandria, VA: Association for Supervision and Curriculum Development.

Stringfield, S. (1996). School reforms that work: Successful strategies for educating at-risk youth. Sacramento: California State University, Institute for Education Reform.

Stringfield, S. (1995). A brief reflection on the Learning Consortium Initiative. School Effectiveness and School Improvement. 6 (3), 275-278.

Rossi, R., & Stringfield, S. (1995). School reform and students placed at risk: Evidence supporting the need for high reliability organizations and strong school communities. Phi Delta Kappan, 77 (1), 73-76.

Stringfield, S. (1995). Attempts to enhance students' learning: A search for valid programs and highly reliable implementation techniques. School Effectiveness and School Improvement. 6 (1), 67-96.

Stringfield, S., & Herman, B. (1995). School effectiveness and school improvement: Recent U.S. advances. In B. Creemers (Ed.), ICSEI Country Reports. Leeuwarden, The Netherlands: Gemeenschappelijk Centrum voor Onderwisjsbegeleiding in Friesland.

Reynolds, D., Creemers, B., Nesselrodt, P., Schaffer, E., Stringfield, S., & Teddlie, C. (1994). Advances in School Effectiveness Research. Oxford, England: Pergamon.

Stringfield, S., Winfield, L., Millsap, M., Puma, M., Gamse, B., & Randall, B. (1994). Urban and suburban/rural special strategies for educating disadvantaged children. First year report. Washington, DC: U.S. Department of Education.

Stringfield, S. (1994). Identifying and addressing organizational barriers to reform. In R. Rossi (Ed.), Schools and Students At-Risk. New York: Teachers College Press.

Stringfield, S. (1993). Purposeful restructuring: Creating a culture for learning and achievement in elementary schools [Review of the book Purposeful Restructuring]. School Effectiveness and School Improvement, 4 (2), 158-161.

Teddlie, C., & Stringfield, S. (1993). Schools make a difference. New York: Teachers College Press.

Stringfield, S. (1993). Barriers and pathways to meaningful reforms: The need for High Reliability Organizational structures (HROs). In A. Montgomery, R. Rossi, N. Legters, E. McDill, J. McPartland, & S. Stringfield (Eds.), Educational reforms and students at risk: A review of the current state of the art (pp. xi -158). Palo Alto, CA: American Institutes for Research. Reprinted (1993, October) Washington, DC: U.S. Department of Education,
Office of Educational Research and Improvement. (2nd reprinting, 1994, February)

Stringfield, S., & Slavin, R. (1992). A hierarchical, longitudinal model for elementary school effects. In B. Creemers & G. Reezigt (Eds.), Evaluation of Educational Effectiveness. Groningen, The Netherlands: Interuniversity Center for Educational Research.

Kirby, P., Stringfield, S., Teddlie, C., & Wimpelberg, R. (1992). Teacher induction in more and less effective schools. School Effectiveness and School Improvement, 3 (3), 187-203.

Schaffer, E., Stringfield, S., & Wolfe, D. (1992). Two-year effects of a sustained beginning teacher induction program on classroom interactions. Journal of Teacher Education, 43 (3), 203-214.

Stringfield, S., & Yoder, N. (1992). Toward a model of elementary grades Chapter 1 effectiveness. In H. Waxman, J. deFelix, J. Anderson, & P. Baptiste (Eds.), Students at risk in at-risk schools (pp. 203-221). Newbury Park, CA: Sage.

Stringfield, S., Teddlie, C., Wimpelberg, R., & Kirby, P. (1992). A five-year follow-up of more and less effective schools in the Louisiana School Effectiveness Study. In J. Bashi & Z. Sass (Eds.), School effectiveness and improvement: Selected proceedings from the Third International Congress on School Effectiveness (pp. 381-414). Jerusalem: Magnes

Stringfield, S., & Kennedy, E. (1991). A practical look into an educational research breakthrough. [Review of the book Schools, teachers, and students]. School Effectiveness and School Improvement, 2 (3), 252-255.

Stringfield, S. (1991). Introduction to the special issue on Chapter 1 policy and evaluation. Educational Evaluation and Policy Analysis, 13(4), 325-327.

Stringfield, S., Billig, S., & Davis, A. (1991). Chapter 1 program improvement: Cause for cautious optimism and a call for much more research. Educational Evaluation and Policy Analysis, 13(4), 399-406. Reprinted (1993). Advances in Educational Research, 1 (1), V-22-29. Washington, DC: U.S. Department of Education, Office of Educational Research and Improvement.

Stringfield, S., & Teddlie, C. (1991). Schools as affectors of teacher effects. In H. Waxman & H. Walberg (Eds.), Effective teaching: Current research (pp. 161-179). Berkeley, CA: McCutchan.

Stringfield, S., & Teddlie, C. (1991). Observers as predictors of schools' multi-year outlier status. Elementary School Journal, 91(4), 357-376.

Creemers, B., Reynolds, D., Schaffer, G., Stringfield, S., & Teddlie, C. (1991). International School Effects Research. Kaohsiung, Taiwan, R.O.C.: National Kaohsiung Normal University.

Stringfield, S., & Teddlie, C. (1991). School, classroom, and student level indicators of rural school effectiveness. Journal of Research in Rural Education, 7(3), 15-28.

Stringfield, S. (1991). The people of Chapter 1: Gilbert Martinez. Phi Delta Kappan, 72(8), 581.

Stringfield, S., Billig, S., & Davis, A. (1991). A research-based program improvement process for Chapter 1 schools: A model and early results. Phi Delta Kappan, 72(8), 600-606.

Stringfield, S. (1991). The people of Chapter 1: Karen Underwood. Phi Delta Kappan, 72(8), 606-607.

Stringfield, S., & Teddlie, C. (1990). School improvement efforts: Qualitative and quantitative data from four naturally occurring experiments in Phases III and IV of the Louisiana School Effectiveness Study. School Effectiveness and School Improvement, 1(2), 139-161.

Stringfield, S. (1990). Documents at dawn [Review of the book School Effectiveness and Improvement (Proceedings of the First International Congress for Effective Schooling)]. School Effectiveness and School Improvement, 1(2), 162-166.

Stringfield, S., & Teddlie, C. (1990). School, classroom, and student level indicators of rural school effectiveness. In K. Peterson & A. Smithmier (Eds.), Rural and small school notebook. Madison, WI: National Center for Effective Schools Research and Development.

Schaffer, E., Stringfield, S., & Devlin-Scherer, R. (1990). A two-year follow-up of a staff development program designed to change teacher behavior. Journal of Classroom Interaction, 25(1), 39-45.

Stringfield, S., & Teddlie, C. (1989). The first three phases of the Louisiana School Effectiveness Study. In B. Creemers, T. Peters, & D. Reynolds (Eds.), School effectiveness and school improvement. Amsterdam: Swets and Zeitlinger.

Teddlie, C., Stringfield, S., Wimpelberg, R., & Kirby, P. (1989). Contextual differences in models for effective schooling in the U.S. In B. Creemers, T. Peters, & D. Reynolds (Eds.), School effectiveness and school improvement (pp. 117-130). Amsterdam: Swets and Zeitlinger.

Teddlie, C., & Stringfield, S. (1989). Ethics and teachers: Implications of research on effective schools. Ethics in Education, 9(2), 12-14.

Stringfield, S., & Teddlie, C. (1989). "Effectiveness" research as a component in defining ethical activities among educational administrators. Ethics in Education, 9(1), 8-10.

Stringfield, S., & Teddlie, C. (1989). The ethical implications of "effectiveness" research in education. Ethics in Education, 8(5), 8-11.

Teddlie, C., Kirby, P., & Stringfield, S. (1989). Effective versus ineffective schools: Observable differences in the classroom. American Journal of Education, 97(3), 221-236.

Wimpelberg, R., Teddlie, C., & Stringfield, S. (1989). Sensitivity to context: The past and future of effective schools research. Educational Administration Quarterly, 25(1), 82-107.

Stringfield, S., & Teddlie, C. (1988). A time to summarize: Six years and three phases of the Louisiana School Effectiveness Study. Educational Leadership, 46(2), 43-49.

Reprinted in R. Brandt (Ed.). (1991). Readings from Educational Leadership on Effective
Schools and School Improvement. Alexandria, VA: ASCD.

Reprinted in B. Bloom & J. Arter. (1996). A resource book for school based improvement (pp. VIII 4, 1-3). Alexandria, VA: Association for Supervision and Curriculum Development.

Hepler, N., Stringfield, S., Seltzer, D., Fortna, R., Stonehill, R., Yoder, N., & English, J. (1987). Effective compensatory education programs for extremely disadvantaged students (p. 87). Portland, OR: Northwest Regional Educational Laboratory.

Stringfield, S., Schaffer, E., & Devlin-Scherer, R. (1986). A study of the generalizability of findings from teacher effectiveness experiments. Journal of Classroom Interaction, 21(2), 9-15.

Teddlie, C., Stringfield, S., & Wimpelberg, R. (1986). Equity in school effectiveness research: Examples from a study in Louisiana. Journal of Educational Equity and Leadership, 6(2), 171-176.

Devlin-Scherer, R., Devlin-Scherer, W., Schaffer, E., & Stringfield, S. (1985). The effects of developing teacher commitment to behavioral change. Journal of Classroom Interaction, 21(1), 31-37.

Stringfield, S., Teddlie, C., & Suarez, S. (1985). Classroom interaction in effective schools: Preliminary results from Phase III of the Louisiana School Effectiveness Study. Journal of Classroom Interaction, 20(2), 31-37.

Teddlie, C., Stringfield, S., & Desselle, S. (1985). The methods and major findings of the Louisiana School Effectiveness Study. Journal of Classroom Interaction, 20(2), 22-30.

Teddlie, C., & Stringfield, S. (1985). A differential analysis of effectiveness in middle and lower SES schools. Journal of Classroom Interaction, 20(2), 38-44.

Teddlie, C., Stringfield, S., & Falkowski, C. (1985). A summary of results of the second phase of the Louisiana School Effectiveness Study. Louisiana Educational Research Journal, 11(2), 36-48.

Teddlie, C., Stringfield, S., Falkowski, C., Desselle, S., & Garvue, R. (1984). Research summary: The Louisiana School Effectiveness Study, Phase Two. Southeastern Regional Council for Educational Improvement, 1(1), 1-9.

Teddlie, C., Falkowski, C., Stringfield, S., Desselle, S., & Garvue, R. (1984). The Louisiana School Effectiveness Study. Baton Rouge: Louisiana State Department of Education.

Stringfield, S. (1983). Effect and artifact in teacher effectiveness research. Unpublished doctoral dissertation, Temple University, Philadelphia.

Behar, L., & Stringfield, S. (1974). A behavior rating scale for the preschool child. Developmental Psychology, 10, 601-610.

Faneuff, C., Rao, K., Kanth, S., & Stringfield, S. (1973). Population education action research: Knowledge and attitude gain from formal and informal classrooms, Mysore State, India. Journal of Family Welfare, 19(3), 42-54.

SELECTED PRESENTATIONS AT NATIONAL AND INTERNATIONAL MEETINGS:
(1995-Present)

Stringfield, S., Tildon, T., Morris, P., & Russo, C. (2002, April). Achievement gains resulting from the New Board of Commissioners of the Baltimore Public Schools. Symposium presented at the National School Boards Association, New Orleans.

Reynolds, D., Stringfield, S., & Schaffer, E. (2002, January). The High Reliability Schools Programme-Preliminary results and new directions. Symposium conducted at the International Congress for School Effectiveness and Improvement, Copenhagen.

Stringfield, S. (2001, June). Achieving "World Class" schooling for all students in the 21st Century. Keynote presentation at the Fifth China-US Conference on Education, Beijing.

Stringfield, S., Reynolds, D., & Schaffer, E. (2001, January). Fifth-year results from the High Reliability Schools project. Symposium presented at the meeting of the International Congress for School Effectiveness and Improvement. Toronto.

Stringfield, S. (2000, September). Toward more reliable, more sustainable school improvement. Paper presented at the US Department of Education's Millennium Conference: Achieving High Educational Standards for All, Washington, DC.

Stringfield, S. (2000, April). Results from an eleven-year follow-up from the Louisiana School Effectiveness Study. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.

Stringfield, S. (2000, January). Illustrative Case Studies and Reflections from Phase 5 of the Louisiana School Effectiveness Study (LSES-V): Unfolding School, District, and State-Level Processes and Effects. Paper presented at the annual meeting of the International Congress for School Effectiveness and Improvement, Hong Kong.

Stringfield, S. (2000, January). Cross-national qualitative findings from the International School Effectiveness Research Programme. Paper presented at the annual meeting of the International Congress for School Effectiveness and Improvement, Hong Kong.

Stringfield, S. (1999, October). Improving the reliability of schools, school districts, and school reform designs: The first educational challenge of the 21st century. Invited keynote presentation, University of Houston Ninth Annual Scholarship and Community Conference, Houston, TX.

Stringfield, S. (1999, July). Scaling up school restructuring in multicultural, multilingual contexts. Invited keynote presentation, the National Educational Research Policy and Priorities Board's "Improving the Education of English Language Learners: Best Practices" invitational conference, Washington, DC.

Kalkoffen, D., Rawlings, H., Stringfield, S., & Ware, K. (1999, July). Is comprehensive reform the answer for low-performing schools? Symposium conducted at the national forum and annual meeting of the Education Commission of the States, Denver, CO.

Stringfield, S., Paver, J., Hollie, H., Mitchell, B., Dalton, M., & Ceasor, M. (1999, July). Making the case for paraprofessional classroom effectiveness. Symposium presented at the American Federation of Teachers QuEST conference, Washington, DC.

Stringfield, S. (1999, July). Choosing success through use of research-based whole-school reforms. American Federation of Teachers QuEST conference, Washington, DC.

Stringfield, S., & Ceasor, M. (1999, July). Research on Paraprofessional Effectiveness. American Federation of Teachers Pre-QuEST conference,Washington, DC.

Stringfield, S. (1999, April). The phoenix rises from its ashes. . . doesn't it? Paper presented at the annual meeting of the American Educational Research Association, Montreal.

Stringfield, S., & Yonezawa, S. (1999, April). The Special Strategies Studies: Initial and six-year follow-up findings and reflections. Paper presented at the annual meeting of the American Educational Research Association, Montreal.

Stringfield, S. (1999, March). Lessons for charter schools to take from previous education reforms. The Improving America's Schools Act Charter School Conference, Denver, CO.

Stringfield, S., & Reynolds, D. (1999, January). The High Reliability Schools Project. Symposium conducted at the meeting of the International Congress for School Effectiveness and Improvement, San Antonio, TX.

Stringfield, S. (1998, July). Designing the next generation of America's schools. Keynote presentation, The Thomas Jefferson Center for Educational Design, University of Virginia, Charlottesville, VA.

Stringfield, S., & Borman, G. (1998, June). Best practices in poor schools. Paper presented at the Poverty and Race Research Action Council's seminar, "Effective education for low-income minority students," Howard University Law School, Washington, DC.

Stringfield, S. (1998, June). Challenging images, relentless data gathering, and perpetual professional development: Core components of Highly Reliable Schools. Keynote presentation at the second High Reliability Schools conference, Ashbourne, England.

Stringfield, S. (1998, June). Promising programs to improve the academic achievement of minority students. Keynote presentation at the annual meeting of the National Council on Educating Black Children, Indianapolis, IN.

Ross, S., Smith, L., Stringfield, S., & Nunnery, J. (1998, April). The Memphis Restructuring Initiative in the context of national efforts to improve schooling. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.

Stringfield, S., Borman, G., Yonezawa, S. (1998, April). A "reflection" at mile nine of a marathon: The Memphis Restructuring Initiative in mid-stride. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.

Adams, M., Snow, C., Burns, S., Goldenberg, C., Griffin, P., Sulzby, E., & Stringfield, S. (1998, April). National Academy of Science Study on the Prevention of Reading Difficulties in Young Children. Symposium conducted at the annual meeting of the American Educational Research Association, San Diego, CA.

Stringfield, S. (1998, February). Systemic school change in the United States. Invited presentation at the International Workshop for School Transformation, Max Planck Institute for Human Development and Education, Berlin, Germany.

Stringfield, S., Datnow, A., Ross, S., & Toural, M. (1997, March). Scaling up school restructuring in multicultural, multilingual context: Early observations from Dade County. Paper presented at the meeting of the American Educational Research Association, Chicago, IL.

Datnow, A., Stringfield, S., & Ross, S. (1997, March). Scaling up the Core Knowledge Sequence: The implications of specifying content but not process. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.

Nunnery, J., Stringfield, S., & Datnow, A. (1997, March). The school change literature and "scaling up" effective school restructuring designs. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.

Tobias, S., Stringfield, S., Berliner, D., Kase, S., & Seidel, S. (1997, March). Successful inner city elementary schools. Invited symposium conducted at the annual meeting of the American Educational Research Association, Chicago, IL.

Stringfield, S. (1997, February). How to implement exemplary programs. Invited session at the meeting of the American Association of School Administrators, Orlando, FL.

Stringfield, S. (1997, January). The case for high reliability schooling. Keynote presentation at the High Reliability Schools Conference, London, England.

Stringfield, S. (1997, January). Understanding "ineffectiveness" and school failure. Symposium conducted with L. Stoll, D. Hargreaves, D. Hopkins, K. Myers, D. Reynolds, & K.Wilson at the meeting of the International Congress for School Effectiveness and Improvement, Memphis, TN.

Stringfield, S. (1996, April). "Scaling up" reforms that can benefit students placed at risk. An introduction to the Center for Research on the Education of Students Placed At Risk (chaired by R. Slavin). Symposium conducted at the annual meeting of the American Educational Research Association, New York, NY.

Stringfield, S., Herman, R., Millsap, M., & Scott, E. (1996, April). The three-year effects of ten "Promising Programs" on the academic achievements of students placed at risk. Paper presented at the annual meeting of the American Educational Research Association, New York, NY.

Stringfield, S. (1996, April). Moving from finite observation to whole school day observations. In Y. Padron (Chair), Lessons learned from classroom observation research. Invited symposium conducted at the annual meeting of the American Educational Research Association, New York, NY.

Stringfield, S., Herman, R., Smith, L., Butler, D., & Alberg, M. (1996, April). The national restructuring agenda, and the Memphis 21st Century Schools Exposition. In K. Seashore-Lewis (Chair), Multi-dimensional support for bottom-up school reform. Symposium conducted at the annual meeting of the American Educational Research Association, New York, NY.

Stringfield, S. (1995, September). High reliability schooling. In D. Reynolds (Chair), Discovering the mechanisms to enhance school effectiveness. Symposium conducted at the meeting of the British Association for the Advancement of Science, Newcastle-Upon-Tyne, England.

Stringfield, S. (1995, April). Improving America's schools: New directions for Title I. Keynote presentation at the meeting of the National Association of State Title I Directors, Anaheim, CA.

Stringfield, S., Reynolds, D., Creemers, B., Teddlie, C. (1995, April). Qualitative differentiations among schools within countries and among countries in the International School Effectiveness Research Programme. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

Stringfield, S. (1995, April). The urban and suburban/rural Special Strategies Studies: Questions asked, programs studied, methods employed, and initial findings. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

Herman, R., & Stringfield, S. (1995, April). Ten promising programs for educating disadvantaged students: Evidence of impact. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

Stringfield, S. (1995, February). Research on effective programs and practices designed to serve students placed at risk: Implications for teacher education. Invited presentation at the meeting of the Urban Network to Improve Teacher Education (UNITE), Washington, DC.

Stringfield, S. (1995, January). Assessment of the state of school effects research in the United States of America. Invited presentation at the meeting of the International Congress for School Effectiveness and Improvement, Leeuwarden, The Netherlands.

Stringfield, S. & Herman, R. (1995, January). The Barclay/Calvert experiment: At-risk students get a highly reliable implementation of a proven program, and respond with dramatically higher achievement. Invited paper presented at the meeting of the International Congress for School Effectiveness and Improvement, Leeuwarden, The Netherlands.

Stringfield, S. (1995, January). Cross-national research issues in instructional effectiveness. Invited paper presented at the meeting of the International Congress for School Effectiveness and Improvement, Leeuwarden, The Netherlands.

GRANTS, CONTRACTS, AND FELLOWSHIPS

Stringfield, S., & Datnow, A. (2001-2003). Two-year extension to the Center for Research on Excellence and Diversity in Education (CREDE). $387,566 subcontract.

Stringfield, S. (2000-2002). Two Steps Toward Improving the Quality and Value of Selected Teaching and School Improvement Evaluations in Baltimore. $139,617 grant from the Abell Foundation.

Stringfield, S., Borman, G., & Castillano, M. (2000-2004). What Makes it Work: Examining Successful Career and Technical Education Efforts in Schools and Community Colleges Engaged in Educational Reforms. $1,291,617 JHU subcontract from the National Research Center for Career and Technical Education, University of Minnesota.

Stringfield, S., Datnow, A., Borman, G., & MacIver, M. (1999-2004). Systemic Supports for School Improvement (Program 4) component of the renewal of the Center for Research on the Education of Students Placed At Risk (CRESPAR). $4,298,370 for three projects plus the Journal of Education for Students Placed At Risk (JESPAR).

Rossi, R., & Stringfield, S. (1998-1999). Evaluation study of the effective elements promoting high achievement in districts and schools serving predominately low-income middle and high school students. $86,693 JHU subcontract.

Stringfield, S., & Datnow, A. (1996-2000). The Baltimore Curriculum Project. $197,126 grant from the Abell Foundation.

Stringfield, S. (1996-2000). The Dunbar-Hopkins Health Partnership. $129,085 grant from the Johns Hopkins Medical Institutions.

Stringfield, S., & Borman, G. (1997-1998). Promoting high achievement among minority students: Which elementary school reforms make a difference? $28,000 grant from the College Board.

Stringfield, S., Datnow, A., & Ross, S. (1996-2001). Scaling up school restructuring designs in multilingual, multicultural contexts. $860,613 subcontract as part of the Center for Research on Education, Diversity and Excellence (CREDE) from the U.S. Department of Education, Office of Educational Research and Improvement.

Stringfield, S., & Datnow, A. (1995-1998). A longitudinal evaluation of the effects of the Core Knowledge Program. $225,000 grant from the Brown Foundation and the Walton Family Foundation.

Stringfield, S. & Datnow, A. (1995-1998). Three-year evaluation of the effects of the Baltimore Educational Scholarship Trust. Three year, $39,550 grant from the Baltimore Educational Scholarship Trust.

Stringfield, S. (1990-1997). Barclay/Woodson/Calvert and Sylvan Learning Systems evaluations. $200,000 grant from the Abell Foundation.

Stringfield, S. (1994-1999). Twelve school Core Knowledge evaluation. Five-year, $60,000 continuing grant from the Abell Foundation.

Johns Hopkins University and Howard University Center for Research on the Education of Students Placed At Risk (CRESPAR). (1994-1999). Lead author of the Systemic and Policy-Related Studies section. Total five year grant value: $27,000,000; Systemic/Policy section value: approximately $2,000,000, from the USDOE, OERI.

Stringfield, S. (1993-1995). "Common Lens" observations of schools in the International School Effectiveness Research Programme (ISERP). $25,000 travel grant from the MacArthur Foundation.

Johns Hopkins University, Maryland State Department of Education, Saint Mary's County Schools. (1992-1997). Roots & Wings. A multi-year New American Schools project. R. Slavin is first author and principal investigator. S. Stringfield contributed to the proposal and led the project's technology team during years one and two. Total value: approximately $8,000,000 from the New American School Development Corporation.

American Institutes for Research and Johns Hopkins University (1991-1995). Evaluation of Educational Reform: Students At Risk. Total value: $700,000. J. McPartland, J. Braddock, & S. Stringfield (subcontract manager), authors of the Hopkins components, with a value of $165,000.

Abt Associates, Johns Hopkins University, Educational Testing Service, & WESTAT (1991-1997). Prospects: The national longitudinal study of Chapter 1. Six and a half-year study. Total value: approximately $35,000,000. R. Slavin & S. Stringfield, authors of the Johns Hopkins University components. Initial value of Johns Hopkins University subcontract: $1,000,000.

Stringfield, S., Slavin, R., & Millsap, M. (1990-1995). Special Strategies for Educating Disadvantaged Suburban and Rural Children. Total value: $1,346,670.

Stringfield, S., Slavin, R., Millsap, M., & Winfield, L. (1990-1995). Special Strategies for Educating Disadvantaged Urban Children. Total value: $1,328,658.

Abt Associates, Johns Hopkins University, Educational Testing Service, & WESTAT. (1989-1991). Design of the Chapter 1 longitudinal study. Total value: approximately $1,500,000.

Stringfield, S. (1984-1987). Kellogg National Leadership Fellowship. Total value: approximately $100,000.

Wimpelberg, R., Abroms, K., Catardi, C., & Stringfield, S. (1983-1986). The preparation of administrators-supervisors in early childhood-special education. Total value: $171,254.

COURSES AND EXTENDED WORKSHOPS TAUGHT

Research Methods; Introduction to Statistics
Program Evaluation; Advanced Issues in Program Evaluation
Educational Psychology (both undergraduate and graduate levels)
Human Development; Theories of Learning
Chapter 1 Program Improvement (developed one and two-year workshop modules)
Multi-Level School Effectiveness and Improvement
High Reliability Schooling

HONORS

Elected to the Board of Directors of the National Society for the Study of Education, 1998-2000
Kellogg National Fellow, 1984-1987
University Fellow, Temple University, 1980-1982

SERVICE

Member, Baltimore City New Board of School Commissioners, 1999-2004. Chair, Board Committee on Research and Evaluation.

Member, National Blue Ribbon Panel on Best Practices for Building Engineering and Science Talent (BEST), focusing on Pre-K through 12 Education, 2002

Member, Editorial Board of the National Association for Bilingual Education's Journal of Research and Practice

Guest Co-Editor, Teaching and Change, 7(1&2), focus issue on "Urban Education," 2000.

Member, The Annual Meeting Committee of the American Educational Research Association, 1997-2000.

Guest Co-Editor, Education and Urban Society, 30(3), focus issue on "Scaling Up School Restructuring Models," 1998.

Member, Committee on the Prevention of Reading Difficulties in Young Children, National Research Council, National Academy of Sciences, 1995-1998.

Guest Co-Editor, School Effectiveness and School Improvement, 8(1), special issue on the Memphis Restructuring Initiative, 1997.

"What Works in Public Schools" Testimony before the Committee on Economic and Educational Opportunities, U.S. House of Representatives, January 31, 1996.

Founding Co-Editor, Journal of Education for Students Placed At Risk (JESPAR), 1994-present.

Expert Witness:

1999 North Carolina school funding adequacy case (for the plaintiffs)
1997 Prince George's County (MD) desegregation case (for the NAACP on behalf of the children)
1996 Saint Louis desegregation case (for the NAACP on behalf of the children)

Founding Co-Editor, The Contexts of Learning: Family, School, and Society [an international monograph series]. Series published by Swets & Zeitlinger, Lisse, The Netherlands.

Guest Editor, Phi Delta Kappan, special issue on the status of educational reform in America, September 1995.

Keynote Speaker at National, State and Regional School Improvement and Title I Conferences. For example, Arizona and Maryland in 1994; National Association of State Title I Directors and Montana in 1995; Massachusetts and Wisconsin in 1996; Minnesota, Mississippi, Louisiana and California in 1997; Arkansas, Connecticut, Massachusetts, Arizona, Utah, Washington and the U.S. Department of Education's Improving America's Schools conference in Nashville, TN in 1998, Maryland in 2000.

Speaker at diverse national and regional forums focusing on school improvement. For example, Grantmakers for Education, Memphis, Tennessee, November 1997; the American Federation of Teachers' Institute for Redesigning Low-Performing Schools, January 1998; the Thomas Jefferson Institute on School Re-design, University of Virginia, June 1998.

Program Chair, 1997, and Co-Chair, 1999, International Congress for School Effectiveness and Improvement.

Executive Committee Member at Large, International Congress for School Effectiveness and Improvement, 1993-1996.

Member, Research Advisory Council, Center for Research in Education Policy, University of Memphis, 1994-1997.

Co-Chair, Committee on Budget Making, Resource Allocation, Financial Management, and Financial Stability, Center for the Social Organization of Schools.

Member, several Maryland State Chapter 1/Title I committees. For example, the State Superintendent's Study Panel on Chapter 1 Services, and the exemplary program recognition committee.

Guest Editor, Educational Evaluation and Policy Analysis, 13(4), special issue on research, evaluation, and policy issues in Chapter 1, December 1991.

Guest Editor, Phi Delta Kappan, 72 (8), special issue on the 25th anniversary of Chapter 1, April 1991.

Chairperson, American delegation, International Congress for School Effectiveness and Improvement, 1990-1992.

Chairperson, School Effectiveness Special Interest Group, American Educational Research Association, 1987-1988.

Program Chairperson, School Effectiveness SIG, American Educational Research Association, 1986-1987.

Program Reader/Reviewer, School Effectiveness SIG, Divisions A, C, H, K, and L. American Educational Research Association, various dates-2000.

Tulane University representative to the Task Force to Examine the Current State of Public Education in New Orleans, 1983-1984. Co-author of two committee reports.

Co-founder, New Orleans Computer Society (now the Louisiana Association of Computer Using Educators), January 1984.

Program Co-Chairperson, Student Committee, and National Student Representative, Division H. American Educational Research Association, 1982.

MANUSCRIPT REVIEWER FOR THE FOLLOWING JOURNALS

American Educational Research Journal
Educational Evaluation and Policy Analysis
Educational Researcher
Elementary School Journal
Journal of Classroom Interaction (Editorial Board member)
Journal of Teacher Education
Psychological Bulletin
Review of Educational Research
School Effectiveness and School Improvement (Editorial Board member)
Urban Education

MEMBERSHIPS AND AFFILIATIONS

American Association for the Advancement of Science
American Educational Research Association
American Evaluation Association
American Psychological Association
International Congress for School Effectiveness and Improvement
National Society for the Study of Education
Phi Delta Kappa
Minority Student Achievement Network