The Center’s staff has decades of experience working with researchers and agencies to design evaluation plans that help them find out what they need to improve their programs and to report to funding agencies. We can also provide advice regarding Institutional Review Board restrictions.
The nature of the data you collect to evaluate your program always depend on your objections, and Center staff can help you identify what kinds of data to collect and how to go about collecting it. Our team is experienced with several approaches to qualitative interviewing and observation, and we are well-versed in survey and questionnaire development.
The Center’s staff are trained and experienced in a variety of quantitative and qualitative approaches to data analysis. We can assist with survey interpretation, face-to-face or distance interviewing, completing observations, cleaning large data sets and document analysis.
The Center annually produces over a dozen evaluation reports for agencies to use to suit the needs of their programs and, in some cases, to pass on to funding agencies to meet grant requirements. Our reports are thorough, professional, accurate and paginated.
Susan L. Ogletree, Director
Susan L. Ogletree has served as director for the Educational Research Bureau and the Center for Evaluation and Research Services at Georgia State University for the past 20 years and has worked in both K-12 and university teacher education programs. Ogletree has served as Co-PI for four U.S. Department of Education grants focused on the improvement of preservice and in-service teachers with a total of over 30 million dollars in funding. She has worked collaboratively with the six largest school districts in the Atlanta metropolitan area as well as with over 24 rural school districts in South Georgia.
Ogletree has consulted in South Africa, Liberia and Zambia providing leadership and grant writing training for principal/faculty institutes at the University of Liberia, Durban Institute of Technology, Northwest University, Richfield Graduate Institute of Technology, the University of Johannesburg and the Ministry of Education for Cote D’Ivoire. Her work also supports a student exchange program that is ongoing with the University of Johannesburg, South Africa.
William S. Boozer, Research Scientist
William S. Boozer, Ph.D. joined the Center in 2015 after working for many years in the College of Education & Human Development in a variety of capacities, including grant administration support, teacher certification monitoring, and accreditation preparation. His primary research interests are in how society constructs adolescence and how adolescents negotiate with that construction. He received his doctorate in Educational Policy Studies from Georgia State University in 2007.
Michael Harmon, Research Associate II
Michael Harmon, Ph.D. is a research associate for the Department of Educational Policy Studies. Since 1990, Harmon has worked in education research, evaluation and large-scale assessment. His experience includes working with public, private and non-profit entities. He has served as the principal investigator on several large-scale evaluations, has made numerous presentations at various state, national and international conferences and has contributed to several publications. He is a past president of the Georgia Education Research Association and has taught masters-level education research courses at the University of Georgia. He also has served as a state assessment systems peer reviewer for the U.S. Department of Education since 1999.
Robert C. Hendrick, Research Affiliate
Robert C. Hendrick, Ph.D., is on the evaluation team for two federal Teacher Quality Partnership grants: Network for Enhancing Teacher Quality and Collaborations and Resources for Encouraging and Supporting Transformations in Education. He provides research services for faculty in the College of Education & Human Development at Georgia State University.
Yasmine Bey, Research Coordinator II
Yasmine Bey is a doctoral student in educational policy studies with a concentration in research, measurement and statistics. She works as a research coordinator II in the center. Bey graduated in 2008 from Georgia State University with a bachelor’s in speech communication and a minor in psychology. She started her career as an AmeriCorps VISTA as a Family Literacy Coordinator for Refugee Family Services (now New American Pathways). She then received her master’s of nonprofit organizations from the Institute of Nonprofits at the University of Georgia and a master’s of social work from the University of Michigan, where she majored in interpersonal practice/mental health and minoring in community organizing. She has worked with a wide variety of marginalized populations including refugees and immigrants, homeless individuals, survivors of domestic violence, low-income seniors, foster children, union workers and the severely mentally ill. Her research interests include program evaluation, social network analysis, mixed methods research, arts-based methodologies, data visualization and community organizing in education.
Sheryl Cowart Moss, Faculty Affiliate
A former high school principal, Sheryl Cowart Moss, Ph.D. has teaching and administrative experience in general and special education at every level of pre-kindergarten through 12th grade public education. She directs the Tier II programs in Educational Leadership program.
Cowart Moss is a site visitor for the Georgia Professional Standards Commission and she chairs the Teacher and Leader Preparation Committee for the CEEDAR-GA Project, a partnership between the state of Georgia and the national CEEDAR Center, bringing together general education, special education and educational leadership. Moss is also an invited member of the Council of Professors of Instructional Supervision. She is currently involved in a study of leadership in high needs schools with the International School Leadership Development Network. Her research interests include the aesthetics of leadership, particularly as they impact marginalized populations. Moss has presented her work to regional, national and international audiences and she has been invited to share her expertise in educational leadership program development with major universities across the country.
Yinying Wang, Faculty Affiliate
Yinying Wang is an assistant professor of Educational Leadership in Educational Policy Studies. Her research interest intersects technology, educational leadership, social network analysis, and text mining. Her publications focus on what the role of and how social media and social networks play in educational leadership and policy. In addition to teaching educational leadership courses, she also teaches EPS 8780 Social Network Analysis. Her blog can be viewed at https://researchgate.net
Janice Fournillier, Faculty Affiliate
Janice Fournillier is an associate professor with tenure at Georgia State University. She teaches and writes about qualitative research methodologies and works as a program evaluator and research methodologist on state and national funded grants. She published several articles exploring the use of qualitative research methodologies from the perspective of a “native” ethnographer using data from her Ph.D. dissertation on Carnival mas’ making in her native country Trinidad and Tobago. She has a research interest in auto-ethnography, case studies, teaching and learning in non-school contexts like Trinidad and Tobago Carnival mas’ camps, teacher education and urban contexts.
Carlos A. O. Pavão, Faculty Affiliate
Carlos A. O. Pavão is a clinical assistant professor in the undergraduate program at the School of Public Health at Georgia State University. He has 24 years as a public health practitioner and started his public health career as a community organizer. He then worked in public health program management, and finally as a COO of a nonprofit. In regard to adolescent development programs, he has coordinated youth development programs and worked in a middle school for four years. His SAMHSA work started as a substance SIG community coalition coordinator in the late 1990s. He then transitioned to national SAMHSA work as a training and technical assistance manager for six years, and four years as a consultant, with the CAPT SAMHSA system to provide on public health planning and implementation, SPF training, capacity building, sustainability planning and evaluation to SAMHSA local grantees and state systems.
His evaluation philosophy is greatly influenced by my work as a substance abuse coalition coordinator on the SIG evaluation of a school-based program with the University of Rhode Island’s evaluation team. He not only looks at a program evaluation through an evaluation lens but considers himself an integral part of the program implementation team. He has evaluated HIV/AIDS, substance abuse, and adolescent health programs and has a particular interest in community work with immigrants and LGBTQ populations.
Pavão has a Ph.D. in public health from Texas A&M University’s School of Public Health and a master’s of public administration degree with nonprofit management and policy analysis from Bridgewater State University. He also has a B.A. in history and anthropology from Brandeis University.
Hongli Li, Faculty Affiliate
Hongli Li, Ph.D., is an associate professor of Research, Measurement & Statistics in the Department of Educational Policy Studies at Georgia State University. She graduated from the Pennsylvania State University with a Ph.D. in educational measurement in 2011. Her major areas of research are quantitative methods and applied measurement in education. At Georgia State University, she teaches a number of courses, such as structural equation modeling, item response theory, meta-analysis, educational measurement, classroom assessment, research methods in education. Her research has been supported by the Spencer Foundation, Educational Testing Service, among other sources. She is also a quantitative methodologist on multiple grant-funded projects. She has published in many refereed journals, and her publications can be viewed here https://scholar.google.com/citations?user=jfQii-oAAAAJ&hl=en.
Brennan Collins, from Arts and Sciences
Brennan Collins is the associate director of the Center for Excellence in Teaching, Learning, and Online Education at Georgia State University for High-Impact Practices, Digital Pedagogy, and Atlanta Studies. He is also director of the Teagle Foundation funded Experiential, Project-Based, Interdisciplinary (EPIC) program. The interdisciplinary nature and technology focus of these program allows him to work with a diverse faculty in exploring inventive pedagogies. He is particularly interested in creating transdisciplinary and interinstitutional projects and platforms that explore the urban landscape to develop student critical thinking and create opportunities for community engagement. This work explores the intersection of the humanities with the emerging fields of mapping, digital heritage, data visualization and curation and immersive learning. He teaches courses in multiethnic U.S. literature and comics.
- Nurah Moffett
- Hannah Scarbrough
- Dia Carlis
During the 2015-16 year, the Center has been involved in a number of evaluation activities. Listed below is a sample of these with a short description of the work we have done.
Network for Enhancing Teacher Quality (NET-Q)
The federally funded NET-Q program prepared new teachers in early childhood education and high need fields through specialized training, including a specialized action research model. To continue to assess the effectiveness of the program with regard to teacher retention, the Center is collecting quantitative and qualitative data from the program’s graduates to find out how participation in the program helped their careers as teachers.
Collaboration and Resources for Encouraging and Supporting Transformations in Education (CREST-Ed)
In the CREST-Ed program, federal funds are used to support teaching residencies and to provide a “menu of services” for school partners to select from based on their professional development and school needs. The Center’s role is to work with the Evaluation Coordinator to assess the effectiveness of the services and the progress of the teacher resident activities.
21st Century Community Learning Centers
The Center works with four school collectives in Douglas County as well as Boys and Girls Clubs of the Central Savannah River Area (Augusta, Evans, Thomson, and Sandersville, GA) to evaluate these state-funded after-school programs for students in need. In addition to analyzing academic and attendance data from the agencies and the state, we visit the sites to interview stakeholders in the programs and observe classroom activities.
Personalized Learning in Henry County Schools
Last year, six Henry County schools officially implemented Personalized Learning, the system’s new curriculum and instruction direction. The Center works with the system’s Evaluation Team to produce surveys, collect data, conduct interviews, make observations, and analyze results to help guide the system as it moves forward on this big endeavor.
Georgia Department of Education
In 2017, the State of Georgia will implement new standards of excellence for science and social studies, and, beginning this fall, the Department of Education will be working to make sure teachers are aware of the new standards and prepared to teach them in their classrooms. The Center is working with the Department of Education to design an evaluation plan to assess the effectiveness of their professional development efforts over the coming year.