Upward Bound Support Services

Jayne Boyd-Zaharias, Ed.D.

615-***-**** *********@*****.*** Garner, NC 27529

ACADEMIC POSITIONS

Peer Reviewer, US Department of Education February 2013- Present Periodically participate in federal TRIO grant reviews including Gear Up, Ronald E. McNair Post- Baccalaureate Achievement, Upward Bound/Upward Bound Math-Science, and Student Support Services. Evaluate the merit of assigned applications relative to the criteria. Assign scores and prepare written critiques. Attend, lead, and participate in peer review meetings. Faculty, College of Business, Western Governors University February 2014- December 2020 Developed strong, interpersonal working relationships with approximately 600 undergraduate business students. Helped students learn how to make practical academic decisions based on their stated education objectives; Tracked, measured, and held students accountable for their goals. Provided students with information about university resources, policies, procedures, and requirements. Identified student learning styles, strengths, and weaknesses. Maintained a working knowledge of all undergrad business courses. Assisted students in their educational planning and progress from initial enrollment to graduation. Executive Director, Health Education Research Operative Services, Inc. March 1996-January 2013 Co-founded Health Education Research Operative Services, Inc., a 501 (c) (3) agency formed to generate affordable program evaluations for other nonprofits. Clients included Tennessee Department of Education, National Education Association, United Way. Responsibilities included grant writing/proposal development, publication of findings via referred journals, monographs, technical reports, and paper presentations at professional meetings. Prepared and administered organizational budgets. Acted as client liaison. Coordinated and facilitated meetings and functions to develop and disseminate research. Managed multiple websites and supervised all aspects of research/evaluation projects. Performed continued research to shape public policy on K-12 education especially as it related to smaller class sizes. Served as a thought partner in the development and implementation of strategic planning efforts and evaluations for the Community Action Network and SUCCESS BY 6.

Dissertation Advisor, Self-Employed January 1993- January 1997 Provided personalized dissertation experience to ABD students. Assisted with literature review, data analysis, research design and methodology, writing for publication, and research presentations. Interpreted feedback from the dissertation committee.

Research Director, Tennessee State University (TSU) June 1992- March 1996 Directed the School/Community Partnership Research Unit within the Center of Excellence for Research in Basic Skills. The unit encompassed five longitudinal studies: (1) Effects of Hands-on Science Programs on Students’ Science Achievement, (2) Effects of Multiage Programs on Student Achievement (3) Longitudinal Effects of Reduced Class Size on Student Achievement, (4) Evaluation of Reduced Class Sizes on the Achievement of At-risk Students, (5) Effects of Homework on Student Achievement. Coordinated and facilitated national research conferences. Interfaced with TSU Sponsored Research to ensure all center research met appropriate guidelines. Other major duties included database management, proposal development, grant writing, and preparing journal articles, monographs, and technical reports. Co-Principal Investigator and Director of Class Size Studies, TSU June 1990- June 1992 Developed procedures and implemented follow-up research studies for Tennessee's internationally recognized study of class size, the Student Teacher Achievement Ratio (STAR) experiment (one of the largest randomized experiments in education, Word, et al., 1990). Managed, analyzed, and reported information from a student database containing over 15,000 cases with multiple variables per case. Facilitated meetings with researchers from TSU and other universities worldwide. Prepared technical reports and published journal articles. Jayne Boyd-Zaharias 2

Research Associate, TSU August 1985- June 1990

Designed the STAR database and survey questionnaires for the study. Kept data entry current and implemented processes for data cleaning and verification. Worked with principal investigators to extract and report findings via technical reports and journal articles.

EDUCATION

Ed.D., Educational Leadership and Administration, Tennessee State University, May 1993 M.S., Guidance and Counseling, Tennessee State University, May 1985 B.S., Psychology, Middle Tennessee State University, May 1982 HONORS AND AWARDS

• Herbert Handley Dissertation Award, Mid-South Educational Research Association, 1994

• Graduate Student Research Award, Tennessee State University, 1994

• Outstanding Research Paper Award, Mid-South Educational Research Association, 1992

• Outstanding Research Paper Award, American Association of School Administrators, 1990

• Outstanding Research Paper Award, North Carolina Association for Research in Education, 1989 SELECTED PUBLICATIONS & PAPERS

Achilles, C. M., Boyd-Zaharias, J., & Tienken, C. H. (2010). Class size. Encyclopedia of Educational Reform and Dissent. Sage. Thousand Oaks: CA.

Boyd-Zaharias, Jayne & Pate-Bain, Helen. (2008, September). Class matters – in and out of school. Phi Delta Kappan, 90 (1), pp. 40-44.

Finn, J. D., Gerber, S.B., & Boyd-Zaharias, J. (2005). Small classes in the early grades, academic achievement, and graduating from high school. Journal of Educational Psychology, 97(2), pp. 214-223.

Boyd-Zaharias, J. & Gerber, S.B. (2004, April). The STAR database: An overview. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA. Finn J.D., Gerber S.B., & Boyd-Zaharias, J. (2004, April). Small classes in the early grades, academic achievement, and dropping out of school. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA. McClellan, M.M., Finn, J.D., & Boyd-Zaharias, J. (2004, April). Influences on student decision- making: A retrospective analysis. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.

Pannozzo, G.M., Finn, J.D., & Boyd-Zaharias, J. (2004, April). Behavioral and affective engagement in school and dropping out. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.

Finn, J.D., Gerber, S.B., & Boyd-Zaharias, J. (2003, January). Early school experiences and dropping out. Paper presented at the annual meeting of the Hawaii International Conference on Education, Honolulu, HI.

Finn, J.D., Gerber, S.B., Achilles, C.M., & Boyd-Zaharias, J. (2001). The enduring effects of small classes. Teachers College Record, 103, 145-183.

Gerber, S.B., Finn, J.D., Achilles, C.M., & Boyd-Zaharias, J. (2001). Teacher aides and students’ academic achievement. Educational Evaluation and Policy Analysis, 23, 123-143. Jayne Boyd-Zaharias 3

Boyd-Zaharias, J. & Pate-Bain, H. (2000). Early and new findings from Tennessee’s Project STAR. In Wang, M.C. & Finn, J.D. (Eds.), How small classes help teachers do their best (pp. 65-98). Philadelphia, PA: Temple University Center for Research in Human Development in Education. Boyd-Zaharias, J. & Pate-Bain, H. (2000, April). The continuing impact of elementary small classes. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.

Finn, J.D., Achilles, C.M., & Boyd-Zaharias, J. (2000, November). It’s time to drop the other shoe: The evidence on teacher aides. Paper presented at the annual meeting of the Mid South Educational Research Association, Bowling Green, KY. Boyd-Zaharias, J. (1999). Project STAR: The story of the Tennessee class-size study. American Educator, 23 (2), 30-36.

Boyd-Zaharias, J., & Pate-Bain, H. (1998). Teacher aides and student learning: Lessons from Project STAR (Monograph). ERS Relevant Research for School Decisions (Stock #0271). Arlington, VA: Educational Research Service.

Boyd-Zaharias, J., Achilles, C.M., & Cain, V.A. (1995). The effect of random class assignment on elementary students’ reading and mathematics achievement. Research in the Schools, 2 (2), 7- 14.

Boyd-Zaharias, J., Achilles, C.M., Nye, B.A., & Cain, V.A. (1995). Random class assignment and student achievement: A project STAR ancillary study. In E.W. Chance (Ed.), Creating the quality school (pp. 367-377). Madison, WI: Magna Publications, Inc. Boyd-Zaharias, J., Achilles, C.M., Pate-Bain, H., Nye, B.A., & Fulton, B.D. (1995). Quality schools build on a quality start. In E.W. Chance (Ed.), Creating the quality school (pp. 116-123). Madison, WI: Magna Publications, Inc.

Achilles, C. M., Nye, B. A., Zaharias, J. B., Bain, H. P. & Fulton, B. D. (1995, June). Class size: Lessons from United States research. Paper presented at the meeting of the United Kingdom Class Size Conference, London Institute of Education, University of London, England. Nye, B.A., Achilles, C.M., Boyd-Zaharias, J. & Fulton, B.D. (1994). Small is far better. Research in the Schools, 1 (1), 9-20.

Achilles, C.M., Zaharias, J.B., Fulton, B.D., Nye, B.A., Harvey, B., Bingham, S. & Nye, K.E. (1994, March). Don’t quit! Database reanalyses provide interesting results. Paper presented at the annual meeting of the North Carolina Association for Research in Education, Greensboro, NC. Achilles, C.M., Nye, B.A., Zaharias, J.B., & Fulton, B.D. (1993). Creating successful schools for all children: A proven step. Journal of School Leadership, 3 (6), 606-621. Achilles, C.M., Nye, B.A., Zaharias, J.B., Fulton, B.D., & Wallenhorst, M.P. (1993). Class size is a reasonable policy alternative for educational excellence- - Or is it?” In J.R. Hoyle & D.M. Estes

(Eds.), The First Yearbook of the National Council of Professors of Educational Administration

(pp. 205-220). Lancaster, PA: Technomic Publishing Company, Inc. Nye, B.A., Achilles, C.M., Zaharias, J.B., Fulton, B.D., & Wallenhorst, M.P. (1993). Tennessee's bold experiment: Using research to inform policy and practice. Tennessee Education, 22 (3), 10-17. Pate-Bain, H., Achilles, C.M., Boyd-Zaharias, J., & McKenna, B. (1992, November). Class size does make a difference. Phi Delta Kappan, 74 (3), 253-256. Nye, B.A., Zaharias, J.B., Fulton, B.D., & Wallenhorst, M.P. (1992). Smaller classes really are better. American School Board Journal, 179(5), 31-33.

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Bain, H.P., Zaharias, J.B., & Fulton, B.D. (1990). Tennessee’s Project STAR proves that class size makes a difference. School Governance and Administration, 9 (4), 1-5. Word, E.R., Johnson, J., Bain, H.P., Fulton, B.D., Zaharias, J.B., Lintz, M.N., Achilles, C.M., Folger, J.,

& Breda, C. (1990). The state of Tennessee's Student/Teacher Achievement Ratio (STAR) project technical report (1985-1990). Tennessee State University, Nashville, TN. (ERIC Document Reproduction Service No. ED 328 356)

Finn, J.D., Fulton, B.D., Zaharias, J.B., & Nye, B.A. (1989). Carry-over effects of small classes. Peabody Education Journal, 67 (1), 75-84, Printed Spring 1992. Neser, W.B., Husaini, B.A., Linn, J.G., Whitten-Stovall, R., & Zaharias, J.B. (1989). Health care behavior among urban black and white women. Journal of Health and Social Policy, 1(2), 75- 89.

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