School Data
Resume:
Michelle LaPointe
Email: *********@********.***
Address: *** **** ** #*
City: Cambridge
State: MA
Zip: 02139
Country: USA
Phone: 617-***-****
Skill Level: Management
Salary Range: $90,000
Primary Skills/Experience:
See Resume
Educational Background:
See Resume
Job History / Details:
MICHELLE LAPOINTE
119 Pine St #2 Cambridge MA 02139 617-***-**** *********@********.***
EXPERTISE
17 years of experience conducting and managing program evaluations and policy research.
Knowledge of U.S. federal and state education policies and international best practices.
Knowledge of college and career readiness programs, data systems and data-driven decision-making, school
desegregation, school choice initiatives, and professional development for effective school leadership.
Expertise conducting and managing qualitative, quantitative, and mixed-methods research in organizational
settings.
Experience gathering stakeholder data to inform strategic planning.
Experience collaborating with colleagues within and between organizations.
Experience supervising and mentoring staff, both face-to-face and geographically dispersed teams.
Skilled at working in and managing diverse teams.
Skilled in presenting research and data to a variety of audiences.
Skilled in helping decision-makers and educators understand the implications of research and evaluation for policy
development and implementation.
EDUCATION
University of Wisconsin-Madison
Ph.D., Educational Leadership & Policy Analysis, 2000.
M.S., Educational Leadership & Policy Analysis, 1998
Concentration: Policy Analysis & Program Evaluation
Dissertation research on internal accountability in public schools of choice
Dissertation Committee: Carolyn Kelley (chair), L. Allen Phelps, Allan Odden, Julie Meade, Adam Gamoran
Syracuse University
Master of Public Administration, Maxwell School of Citizenship and Public Affairs, 1994
Concentration: Comparative Social Policy
Master Project: Worked in team with diverse skills to conduct a needs assessment to inform improvements to
Onondaga Countys foster parent program. Revised existing survey instrument to create interview protocol.
Interviewed foster parents in their homes. Analyzed data, drafted report, and presented findings to the Department
of Social Services.
Bowdoin College, 1991
Bachelor of Arts, cum laude
Major: History & Romance Languages (French, Spanish, and Italian)
Universidad de Costa Rica, fall 1989
Enrolled at Costa Ricas national university. Took full course-load, alongside native Spanish-speaking students. Lived
with Costa Rican family
PROFESSIONAL EXPERIENCE
UNIVERSITY OF WISCONSIN-MADISON
Department of Educational Leadership & Policy Analysis (July 2012-present)
Policy Research Fellow. Conduct policy research to support faculty. Implement personal research agenda, building on
work conducted as a Research Associate at the Center on Education and Work.
Developing policy white papers to support work of the Department of Educational Leadership & Policy Analysis
With co-author at the University of Pennsylvanias Wharton School, researching supports for lifelong learning,
focusing on partnerships between K-12 systems, higher education, and employers.
o Investigating best practices of education and training systems that (1) develop the traits of a life-long learner
and (2) demonstrate institutional practices that foster on-going learning.
o Developing policy recommendations to facilitate systems that support the life-long learning required in the
Knowledge Economy.
LaPOINTE EVALUATION & ANALYSIS FOR DECISION-MAKERS (May 2009-present)
Owner. LEAD, LLC is a woman-owned small business providing program evaluation and policy analysis services.
LEAD works closely with existing teams at client organizations, including:
Regional Educational Laboratory for the Mid Atlantic
California Comprehensive Assistance Center at WestEd
Maine Education Policy Research Institute
Great Schools Partnership
Center for Applied Prevention Technologies at the Education Development Center
Wharton School of Business, University of Pennsylvania
Specific projects include:
On-going assistance to REL-Mid Atlantic to review project proposals and reports, as part of internal quality
control process.
A review of research on school and district consolidation with a particular focus on rural districts and schools.
Analyze and synthesize rigorous research to produce an article intended to help decisionmakers in the Mid-
Atlantic region in developing consolidation policies.
Interview influential persons in the development of Maines school district consolidation policy. Work
commissioned by the Maine Department of Education.
A review of California Department of Educations policies on principal development and evaluation. Produced a
memo to brief a statewide working-group developing principal evaluation systems.
Validate international benchmarks for a high quality secondary education tool kit developed by the Great Schools
Partnership.
Provide technical assistance to substance abuse prevention programs as they create rigorous evaluation plans.
Conduct workshop on program evaluation for Rhode Islands community coalitions for substance abuse
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LESLEY UNIVERSITY
Center for Reading Recovery and Literacy Collaborative (April 2011-April 2012)
Director of Research. Plan and manage research and evaluation agenda for the Literacy Collaborative, Reading Recovery,
and Level Literacy Intervention (LLI).
Conduct internal quantitative and qualitative research on program implementation and effects.
Draft evaluation reports for the Massachusetts Legislature, documenting implementation and impact of the
program in districts receiving Reading Recovery grants.
Draft report informing Bermuda Ministry of Education of progress of their schools.
Train teachers and school leaders to analyze data to inform instruction.
Advise teachers and school leaders on action research and program evaluations.
PCG EDUCATION (July 2010-April 2011)
Senior Associate. Lead evaluation team. Develop evaluation proposals; serve as principal investigator on studies,
mentor colleagues in developing PCGs capacity to provide evaluation services. Specific projects include:
Assessment of district services and needs to help the Missoula County Public Schools develop their vision for a
21st century education.
o Designed and conducted needs assessment that including surveys, inventories, observations, and focus
groups.
o Conducted focus groups and interviews with district officials, educator, and parents.
o Analyzed data and presented findings to commission conducting strategic planning process.
Created an evaluation tool kit to help districts understand the level of implementation of new reform initiatives.
Coordinated effort between PCG Education and Clark Universitys Mosakowski Institute to investigate funding
of community colleges.
o Work commissioned by state legislator.
o Researched current best practices in implementing and financing community college programs.
o Conducted on-site interviews and focus groups at three Massachusetts community colleges.
o Directed team in analyzing site visit data as well as data from the Massachusetts budget office.
o Lead author on report to legislature
o Presented finding to Massachusetts Secretary of Education, Commissioner of Higher Education, legislators,
and staff representing legislative leadership.
Developed evaluation services for European market.
EDUCATION DEVELOPMENT CENTER
Regional Education Laboratory for the Northeast & Islands (March 2007-June 2009)
Research Manager. Member of the leadership team for the Regional Educational Laboratory for the Northeast &
Islands (REL-NEI), a federally-funded center that provides research support to educational decisionmakers in New
England, New York, Puerto Rico, and the Virgin Islands. Duties included:
Senior Methodologist
Managed portfolio of research projects, developed in response to needs identified by education policymakers in
the region.
o Supervised the work of 20 research teams, including employees of EDC and subcontractors. Teams ranged in
size from 2-8 researchers.
o Coached content experts through research process.
o Research projects included quantitative analyses of state data; qualitative data collected by research teams; and
mixed-methods case studies.
o Developed and implemented quality control process to produce reports in preparation for external peer
review process.
o REL-NEI produced more reports and had a strong record of reports successfully completing peer-review
process.
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o Direct supervisor of two research associates.
Met with Puerto Ricos Secretary of Education to introduce the RELs research him and his staff.
o Coordinated access to data in Puerto Rico.
o Kept Puerto Rican stakeholders informed of REL research relevant to their jurisdiction
o Presented leadership research to diverse group of educators, convened to advise REL work in Puerto Rico.
o Meetings conducted in both English and Spanish.
Worked closely with technical assistance providers in EDCs Maine office.
o Met monthly with Maines Commissioner of Education to help the Department of Education use data and
evidence to guide policymaking and program implementation.
o Met with division heads at the Maine Department of Education to help them clarify goals around reporting
and research.
o Coordinated event for Maine State Legislature, to bring research on early childhood education to
decisionmakers.
o Supported implementation of a randomized controlled trial (RCT) of on-line algebra courses in primarily
rural middles schools in Maine and Vermont.
o REL-NEI representative on cross-REL working group on Rural Research.
Coordinated Data Working Group across the 10 regional educational laboratories to share best practices in data
use and data-driven decision-making throughout the United States.
o Facilitated regular conference calls with researchers at other regional educational laboratories.
o Developed research agenda to align research on data use to create a picture of data-use across states.
Led research team investigating state supports for data-driven decisionmaking
o Coordinated a team of five geographically dispersed researchers
o Designed data collection tools.
o Conducted interviews and collected documentation from state officials and from leaders at private
organizations that provide data services to states and districts.
o Directed analysis of data.
o Primary author on report published by the U.S. Department of Educations Institute for Educational
Sciences.
Supported dissemination of the findings from REL fast response projects in order to connect research to practice.
o Developed multi-media dissemination plan included face-to-face PowerPoint presentations to various
audiences, workshops with small groups to facilitate discussions amongst educators, policymakers, and
researchers; and webinars to facilitate the access of rural educators and policymakers to presentations and
discussions.
o Served as moderator for series of webinars.
Participated in EDCs strategic planning process.
Center for Leadership & Learning Communities (August 2007-June 2009)
Principal Investigator. Provided leadership to an evaluation of district-university partnerships to prepare school
principals, commissioned by The Wallace Foundation. Duties included:
Developed a successful proposal in response to foundations request for proposal.
Supported the field work of team of eight researchers across six institutions.
Supervised five research associates.
o Trained associates on qualitative data analysis
o Provide field experiences to develop the qualitative research skills of associates.
o Trained associates on data security in a virtual setting.
Managed the human subjects and data security process across all six institutions, including EDC, Bank Street
College, Mercy College, University of Kentucky, and Columbia University.
Conducted research in two districts, including interviews, observations, and surveys.
Developed case studies documenting district-university partnerships to prepare school principals.
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Drafted final evaluation report.
Presented findings to The Wallace Foundation and at professional meetings.
STANFORD UNIVERSITY
Stanford Education Leadership Institute (May 2004-May 2007)
Research Director. Managed three-year study of innovative principal training programs, funded by The Wallace
Foundation. Duties included:
Member of leadership team, coordinating in-depth case studies of eight of principal pre-service and in-service
professional development programs designed to prepare principals to lead high need schools and support at-risk
students.
Hired and managed consultants, subcontractors, and graduate research assistants. Team members were employed
by five geographically dispersed institutions in both the U.S. and Canada.
Oversight of grant of approximately $1 million.
Managed field studies:
o Coordinated selection of exemplary principal training programs.
o Developed memorandum of understanding with each district and university.
o Provided logistical support to teams of researchers collecting qualitative data on-site.
Designed multi-methods research design, including:
o Surveyed principals who were program graduates and teachers at the schools they led. Also sampled
comparison teachers at the state and national level.
o Developed a three-tiered nested survey design with a weighted national sample
o Coupled survey data with qualitative data to illustrate program implementation.
Developed data collection instruments
o Developed qualitative instruments.
o Oversaw development of survey instruments.
o Directed pilot testing of instruments.
o Hired and supervised contractor to administer survey instruments and collect data.
Conducted visits to three sites; interviewed staff, programs participants, and graduates; observed program
activities and schools led by program graduates.
Supervised analysis of survey data, using factor analysis and hierarchal linear modeling (HLM).
Coordinated and conducted analysis of qualitative data using NVivo software.
Managed the process of developing and drafting mixed-method case studies of principal development programs
and schools led by graduates.
Developed and edited volume of summaries of each district program to provide a snapshot of innovative
strategies to practitioners.
Co-authored technical report for a research audience, an executive summary for practitioners, and a book for a
general audience.
Reported findings to funder, educators, researchers, and the public through reports, briefings, and presentations
at professional meetings.
INDEPENDENT CONSULTANT (January 2003-December 2004)
Independent consultant providing program evaluation and policy analysis services. Contracted by various
organizations to conduct research and evaluation projects to collect data to inform program implementation. Worked
with existing teams at the following organizations:
Berkeley Policy Associates
COSMOS Corporation
Galef Foundation
Innovative Strategies
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Lafayette (CA) Elementary School District
The Leadership Initiative at WestEd
National Center for Homeless Education at SERVE
Projects included:
Collected and presented data to inform the strategic planning process for school district in the San Francisco Bay
area.
Assessed the impact of NCLB policy changes on federally-funded programs serving homeless students, including
visits to seven schools in four districts.
Surveyed local sites to evaluate State of Louisiana welfare programs that support youth at-risk.
Analyzed the effect of National Science Foundation-sponsored reforms in eight states designed to improve the
mathematics and science education of elementary and secondary students.
U.S. DEPARTMENT OF EDUCATION
Office of the Undersecretary, Planning and Evaluation Service (September 2000-December 2002)
Education Program Specialist (GS-13). In consultation with program offices, designed and implemented multi-year
evaluation contracts to better understand the impact of the following policy and program areas:
Comprehensive School Reform Development (CSRD) Program
Public School Choice
English Language Learners
Duties included:
Collaborated with Department program offices to collect data that both met accountability requirements and
provided feedback to improve program implementation.
Designed nationally representative evaluation studies, including a randomized controlled trial (RCT) to evaluate
CSRD grants.
Coordinated effort to design a performance management system to collect consistent data from grantees
nationwide.
Visited CSRD schools in Prince Georges County, MD, Des Moines, IA, and Sacramento, CA.
Visited charter schools in San Francisco, CA, and East Palo Alto, CA.
Participated in U.S.-U.K. collaboration to share best practices in transforming low-performing schools.
Drafted requests for proposals and managed competitive bidding process.
Supervised evaluation contracts.
Reviews and approved contract deliverables.
Managed annual evaluation budget of over $3 million.
Reported evaluation findings to Congress, program staff, and the public through reports, briefings, and
presentations at professional meetings.
UNIVERSITY OF SOUTHERN MAINE
Center for Educational Policy, Applied Research, and Evaluation (September 1997-August 2000)
Consultant. Contracted by the University to provide research and evaluation services to improve educational policies
and program implementation. Specific projects included:
Condition of Education in Maine, 1997 (statistical yearbook prepared for State of Maine)
Evaluated Learner-Centered Accountability/Comprehensive School Reform Demonstration Grant
Evaluated the Legacy Project (Mott Foundation grant to improve resiliency in youth)
Surveyed Parents in School District (MSAD) 51 Regarding their Choice of Schools for their Children
Assessed Impact of Full-Day Kindergarten Pilot Program in MSAD 75
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Duties included:
Evaluated school-based projects to support students at-risk.
Developed interview and observation instruments, to both script activities and then probe participants for their
opinions and reactions with follow-up interviews.
Wrote reports documenting and analyzing sites progress and role of technical assistance providers
Facilitated networking between leadership teams at sites within reform initiative.
UNIVERSITY OF WISCONSIN-MADISON
Center on Education and Work (February 1996-May 1999)
Research Associate. Assigned to various projects, with increasing responsibility.
Specific projects included:
Evaluation of the Business Alliance for Advanced Technological Education, a National Alliance of Business
project funded by the National Science Foundation
Diagnostic Assessment of the School-to-Work Systems in North and South Dakota for Jobs for the Future
Survey on Secondary Vocational Education in Georgia, commissioned by state Superintendent of Instruction
Duties included:
Studied model community partnerships with high schools designed to prepare women and minorities for high
tech jobs.
o Conducted site visits to collect interview and focus group data and program documentation.
o Visited high schools and partners businesses in Scranton, PA; Hartford, CT; Raleigh, NC.
Analyzed state school-to-career policies.
o Visited schools, employers, and state agencies in North and South Dakota.
o Discussed findings with staff at the North and South Dakota Departments of Education
o Provided technical assistance to help state agencies improve their proposals for a federal School-to-Work
grant.
Analyzed qualitative and survey data.
Drafted school accreditation reports, research reports, and policy recommendations for state officials.
Presented study results to elected officials, state department of education officials, business leaders, and educators
at a variety of professional meetings.
CSR, INCORPORATED (1994-1995)
Research Associate. Provided social science research and evaluation services to federal agencies.
Specific projects included:
The Condition of Education (statistical yearbook, prepared for U.S. Department of Education)
National Evaluation of the Comprehensive Child Development Program
National Evaluation of Center for Substance Abuse Prevention Programs for Youth
Duties included:
Participated in evaluation of pilot program expanding Head Start services to help families become self sufficient.
o Conducted site visits in Fort Worth (TX), Brooklyn (NY).
o Interviewed project staff, led focus groups with community representatives, observed center-based activities, and
conducted home visits.
Participated in the national evaluation of substance abuse prevention programs for youth at risk.
o Visited Red Cliff Indian Reservation in Bayfield (WI).
o Observed school-based interventions and other grant-funded activities.
Performed quantitative and qualitative data analysis.
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Wrote narrative reports and case studies.
Assisted with preparation of contract proposals.
LANGUAGE SKILLS
French: Fluent. Lived in Mali as a child, attended French elementary school, continued to study French through
college. Served as translator to conference of New England Governors and Southeastern Canadian Premiers.
Spanish: Conversant. (Fluent listening and reading). Lived in Puerto Rico as a child, continued to study Spanish
through college, including one semester enrolled at the University of Costa Rica. Participated in professional
meetings with decsionmakers and educators in Puerto Rico.
Italian: Conversant. Two years of college courses, one semester in Italy (lived with Italian family), and served as
teaching assistant during last year of college.
COMPUTER SKILLS
Experienced with Apple and PC programs:
MS Word, WordPerfect, Excel, PowerPoint, SPSS for Windows, Filemaker,
Quattro Pro, Lotus, AtlasTi, NVivo.
PROFESSIONAL & VOLUNTEER ACTIVITIES
Association for Public Policy, Analysis & Management, member.
American Educational Research Association, associate member. Program Chair for the Special Interest Group on
School Indicators, Profiles, and Accountability.
Women of DFA, founding member of organization to increase womens participation in politics.
San Francisco for Democracy, Director of Political Affairs committee. Named Volunteer of the Month, September
2005.
AmeriCorps Member. Designed, implemented mentor program for youth at community mental health agency.
Faith Formation Instructor. Taught pre-school class at Sacred Heart/St. Dominics Parish.
Hospice of Maine, volunteer. Provided support to terminally ill patients and their families.
Northeast Marine Animal Lifeline, volunteer. Assisted in the rescue of injured seals along the Maine coast.
Maxwell Womens Caucus, founding member. Forum for Syracuse University graduate students and faculty to
discuss womens issues.
HONORS
Syracuse University Graduate Scholarship, awarded scholarship, stipend based on academic achievement.
Lyndon Baines Johnson Scholarship, awarded internship and stipend from the U.S. Congress. Worked in
Washington, DC in the office of Congressman Brennan (ME) in the Summer of 1990.
James Bowdoin Scholar, inducted into Bowdoin College honor society.
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Selected Publications & Presentations
LaPointe, M.A. & Dexter, E. (2012). Literacy Collaborative in the Dalton City (GA) Schools. Cambridge, MA: Lesley
University, Center for Reading Recovery & Literacy Collaborative.
http://lesley.edu/crr/content/dalton_profile_april27.pdf
Dexter, E. & LaPointe, M.A. (2012). Literacy Collaborative in the Tift County (GA) Schools. Cambridge, MA: Lesley
University, Center for Reading Recovery & Literacy Collaborative
http://lesley.edu/crr/content/tift_county_profile_april27.pdf
LaPointe, M.A., & Chmielewski. E. with Beland, S., Cherry, K., Gomes, J., MacIntire, E., Meltzer, J. and Ronka, D.
(2011). Investing in Community Colleges of the Commonwealth: A Review of Funding Streams. Boston, MA: Public
Consulting Group and Clark Universitys Mosakowski Institute.
Orr, M.T., King, C. & LaPointe, M.A. (2010) Districts Developing Leaders: Lessons on Consumer Actions and Program
Approaches from Eight Urban Districts. Newton, MA: Education Development Center, Inc.
http://www.wallacefoundation.org/KnowledgeCenter/KnowledgeTopics/CurrentAreasofFocus/Education
Leadership/Documents/districts-developing-leaders-full-report-lessons-and-program-approaches.pdf
Orr, M.T. & LaPointe, MA. (2010) The Discriminating Customer Approach: How One District Is Reshaping Leadership
Preparation Programs in Local Universities Paper presented at the Annual Meeting of the American Education
Research Association, Denver, CO.
Darling-Hammond, L., Meyerson, D., LaPointe, M.A, and Orr, M.T. (2009). Preparing Principals for a Changing World:
Lessons from Exemplary Leadership Development Programs. San Francisco, CA: Jossey-Bass.
LaPointe, M.A., Brett, J., Kagle, M., Midouhas, E., Sanchez, M.T., with Oh, Y. & North, C. (2009). Data-Driven
Decision-Making Initiatives and Professional Development Services in the Northeast and Islands Region: SEA Supports for
Districts and Schools (Issues & Answers Report, REL 2009No. 072). Washington, DC: U.S. Department of
Education, Institute of Education Sciences, National Center for Education Evaluation and Regional
Assistance, Regional Educational Laboratory Northeast and Islands.
http://ies.ed.gov/ncee/edlabs/regions/northeast/pdf/REL_2009072.pdf
LaPointe, M.A. (2008). The Evolution of School Leadership: New roles and programs for principals that help
students succeed, in Our Children, Vol. 33, No. 3. December 2007/January 2008. Washington, DC: Parent
Teacher Association. http://seli.stanford.edu/research/sls.htm
Darling-Hammond, L., LaPointe, M.A., Meyerson, D., Orr, T., & Cohen, C. (2007). Preparing Leaders for a Changing
World: Lessons from Exemplary Leadership Development Programs. Stanford, CA: Stanford University.
http://seli.stanford.edu/research/sls.htm
LaPointe, M.A., Darling-Hammond, L., Meyerson, D., Orr, T., and Cohen, C. (2007). Preparing Leaders for a Changing
World: Case Studies of Exemplary Leadership Development Programs. Stanford, CA: Stanford University.
http://seli.stanford.edu/research/sls.htm
Darling-Hammond, L., Orphanos, S., LaPointe, M.A, & Weeks, S. (2007). Leadership development in California,
Getting Down to Facts: Effectiveness Studies Series. Stanford, CA: Stanford University, Institute for Research on
Education Policy & Practice and the School Redesign Network.
http://www.srnleads.org/resources/publications/leadership_dev/leadership_development_report.pdf
LaPointe, M.A. & Davis, S.H. (2006). Exemplary Programs Produce Strong Instructional Leaders. Paper presented at the
University Council for Educational Administration Annual Conference, San Antonio, TX.
http://seli.stanford.edu/research/sls.htm
Cohen, C., Darling-Hammond, L., & LaPointe, M.A. (2006). Exemplary Policy and Resource Supports for Exemplary
Principal Preparation and Development Programs: Findings from the School Leadership Study. Paper
presented at the University Council for Educational Administration Annual Conference, San Antonio, TX.
http://seli.stanford.edu/research/sls.htm
LaPointe, M.A. & Davis, S.H. (2006). In Search of Exemplary Leadership Development: Preliminary Findings from
the Stanford School Leadership Study. In Leadership Magazine. September/October 2006.
http://seli.stanford.edu/research/sls.htm
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LaPointe, M.A., Meyerson, D., & Darling-Hammond, L. (2006). Stanfords School Leadership Study: Preliminary Findings.
Paper presented at the Annual Meeting of the American Education Research Association, San Francisco, CA.
http://seli.stanford.edu/research/sls.htm
LaPointe, M.A. (2005). Response Patterns for a National Survey of Principals. Presentation at the American Evaluation
Association Annual Meeting, Toronto, ON.
Davis, S., Darling-Hammond, L., LaPointe, M. & Meyerson, D. (2005). School Leadership Study: Preparing Successful
Principals. Review of Research. Stanford, CA: Stanford University. http://seli.stanford.edu/research/sls.htm
LaPointe, M.A. & Stullich, S. (2004). Report to Congress on the Implementation and Impact of the Comprehensive School Reform
Program. U.S. Department of Education, Office of the Under Secretary, Policy and Program Studies Service.
Washington, D.C.: Government Printing Office.
http://www.ed.gov/rschstat/eval/other/csrd-outcomes/report.doc
LaPointe, M.A. & Magill, K. (2003). Teen Pregnancy Prevention Program, in State of Louisiana TANF Initiatives
Evaluation: Year 2 Evaluation Report. Oakland, CA: Berkeley Policy Associates.
LaPointe, M.A. & Valvano, V. (2003). After School for All, in State of Louisiana TANF Initiatives Evaluation: Year 2
Evaluation Report. Oakland, CA: Berkeley Policy Associates.
LaPointe, M.A. (discussant) & Yin, Robert (chair), (2002). Perspectives on Comprehensive School Reform: A Discussion Between
Researchers and Federal, State, and Local Practitioners. Panel discussion at the American Educational Research
Association Annual Meeting, New Orleans, LA.
Chait, R., Hardcastle, D., Kotzin, S., LaPointe, M.A., Miller, M., Rimdzius, T., Sanchez, S., Scott, E., Stullich,
S. &Thompson-Hoffman, S., (2001). High Standards for All Students: A Report from the National Assessment of Title
I on Progress and Challenges since the 1994 Reauthorization. U.S. Department of Education, Planning and
Evaluation Service. Washington, D.C.: Government Printing Office.
http://www.ed.gov/rschstat/eval/disadv/nati.pdf
LaPointe, M.A. (2000). Is There a Role for Parents in a Schools Accountability Mechanism
A look at two schools of choice.
Presented dissertation research at the 10th International Roundtable on School, Family, and Community
Partnerships at the American Educational Research Association Annual Meeting, New Orleans, LA.
LaPointe, M.A. & Silvernail, D. (1999). Final Evaluation Report for the Legacy Project. Prepared for the Maine Center
for Educational Services. Center for Educational Policy, Applied Research, and Evaluation, University
of Southern Maine, Gorham, ME.
LaPointe, M.A. & Phelps, L.A. (1998). Business Alliance for Technological Education: Final Evaluation Report.
Prepared for the National Alliance of Business. Center on Education and Work, University of Wisconsin-
Madison, WI.
LaPointe, M.A., Phelps, L.A, & Sorensen, R... (1996). Diagnostic Assessment of the STW System in South Dakota.
Prepared for Jobs for the Future. Center on Education and Work, University of Wisconsin-Madison, WI.
LaPointe, M.A. & Quinn, E. (1995). Case Study 2: First American Prevention Center; Parent, School, and
Community Partnership Program, Bayfield, Wisconsin in Lessons Learned: Case Studies in the Prevention
of Alcohol, Tobacco, and Other Drug Use Among Youth. Center for Substance Abuse Prevention, Rockville,
MD.
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REFERENCES
Linda Darling-Hammond Carolyn Kelley
Director/Professor Professor, Researcher
Stanford University School of Education Center for Policy Research in Education
Center for Education Research At Stanford University of Wisconsin-Madison
Stanford CA 94305 Madison WI 53706
***@********.*** ******@*********.****.***
Jim Gomes Jason Wingard
Director Vice Dean
Mosakowski Institute for Public Enterprise Aresty Institute of Executive Education
Clark University The Wharton School of Business
950 Main Street University of Pennsylvania
Worcester MA 01610 255 S. 38 Street, Suite 200
508-***-**** Philadelphia, PA 19104
******@******.*** 215-***-****
********@*******.*****.***
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