Mark Berends

berends

Contact Information

Mark Berends
Professor, Department of Sociology

Director, Center for Research on Educational Opportunity

Director, Research Center on Educational Policy
4110A Jenkins Nanovic Hall

University of Notre Dame
Notre Dame, IN 46556
574-631-0195
fax: 574-631-3606

mberends@nd.edu
http://creo.nd.edu

Degrees

B.A., Sociology, Calvin College
M.S., Sociology, University of Wisconsin-Madison
Ph.D., Sociology, University of Wisconsin-Madison

Honors/administrative and committee service

Chair, U.S. Department of Education’s Institute of Education Sciences (IES) Scientific Review Panel on Low-Performing Schools Competition and the Scaling-Up Effective Schools R&D Centers (2010)
Member of Institute of Education Sciences (IES) Scientific Review Panel on Education Systems and Broad Reform, U.S. Department of Education (2005-2008; 2010-2013)
Vice President of the American Education Research Association’s Division L, Policy and Politics of Education (2007-2010)

Educational research interests

Prof. Berends is a professor of sociology and education at Notre Dame, where he directs the Center for Research on Educational Opportunity and the Research Center on Educational Policy. Prof. Berends has written and published extensively on educational reform, school choice, the effects of family and school changes on student achievement trends, and the effects of schools and classrooms on student achievement.

Bio

Before coming to Notre Dame, Prof. Berends was an associate professor at Vanderbilt University, where he directed the National Center on School Choice. Prior to that, he was a senior social scientist at RAND. His research focuses on how school organization and classroom instruction are related to student achievement, with special attention to disadvantaged students. Within this agenda, he has applied a variety of quantitative and qualitative methods to understanding the effects of school reforms on teachers and students. His current research relies on experimental and quasi-experimental designs to examine the effects of school choice on student achievement gains and growth, with a particular focus on the social organization of schools and classrooms.

Currently Prof. Berends is conducting several studies on school choice, including an examination of how in-school enabling conditions and classroom instruction are related to student achievement gains, curricular alignment among charter and traditional public school teachers, and the effects of charters on students and teachers in a Midwestern school district.  His comprehensive review of research assessing charter schools as the fastest growing area of school choice reforms, published in the Annual Review of Sociology, uncovered a need for studies that take a different tack--assessing charter schools less on metrics of student outcomes and more on the qualitative components of charter schools' daily activities underlying the student outcome data.

A comprehensive review of research assessing charter schools as the fastest growing area of school choice reforms has uncovered a need for studies that take a different tack, according to Mark Berends, a distinguished sociologist of education at the University of Notre Dame. Read More

Prof. Berends serves on numerous editorial boards, technical panels, and policy forums and recently ended his term as vice president of the American Educational Research Association’s Division L, Educational Policy and Politics. He is co-editor of School Choice and School Improvement, published in 2011. Other recent publications include Examining Gaps in Mathematics Achievement Among Racial-Ethnic Groups, 1972–1992 (RAND, 2005), Charter School Outcomes (Lawrence Erlbaum Associates, 2008), Leading with Data: Pathways to Improve Your School (Corwin, 2009), and the Handbook of Research on School Choice (Routledge, 2009).

Contact Information

berendsnewer Mark Berends
Professor of Sociology; Director, CREO
1014 Flanner Hall
574.631.0195
mberends@nd.edu
http://creo.nd.edu

Department/affiliation

Sociology

Degrees

Ph.D., Sociology, 1992, University of Wisconsin-Madison
M.S., Sociology, 1988, University of Wisconsin-Madison
B.A., Sociology, 1985, Calvin College

Research interests

Prof. Berends is a professor of sociology and education at Notre Dame, where he directs the Center for Research on Educational Opportunity and the Research Center on Educational Policy. Prof. Berends has written and published extensively on educational reform, school choice, the effects of family and school changes on student achievement trends, and the effects of schools and classrooms on student achievement.

Honors/awards

Chair, U.S. Department of Education’s Institute of Education Sciences (IES) Scientific Review Panel on Low-Performing Schools Competition and the Scaling-Up Effective Schools R&D Centers (2010)
Member of Institute of Education Sciences (IES) Scientific Review Panel on Education Systems and Broad Reform, U.S. Department of Education (2005-2008; 2010-2013)
Vice President of the American Education Research Association’s Division L, Policy and Politics of Education (2007-2010)

Bio

Prof. Berends, an IEI Faculty Fellow, is Director of the Center for Research on Educational Opportunity and the Research Center on Educational Policy.

Before coming to Notre Dame, Prof. Berends was an associate professor at Vanderbilt University, where he was director of the National Center on School Choice. Prior to that, he was a senior social scientist at RAND. His research focuses on how school organization and classroom instruction are related to student achievement, with special attention to disadvantaged students.Within this agenda, he has applied a variety of quantitative and qualitative methods to understanding the effects of school reforms on teachers and students. His current research relies on experimental and quasi-experimental designs to examine the effects of school choice on student achievement gains and growth, with a particular focus on the social organization of schools and classrooms.

Currently Prof. Berends is conducting several studies on school choice, including an examination of how in-school enabling conditions and classroom instruction are related to student achievement gains, curricular alignment among charter and traditional public school teachers, and the effects of charters on students and teachers in a Midwestern school district.

Prof. Berends serves on numerous editorial boards, technical panels, and policy forums and recently ended his term as vice president of the American Educational Research Association’s Division L, Educational Policy and Politics. He is co-editor of School Choice and School Improvement, published in 2011. Other recent publications include Examining Gaps in Mathematics Achievement Among Racial-Ethnic Groups, 1972–1992 (RAND, 2005), Charter School Outcomes(Lawrence Erlbaum Associates, 2008), Leading with Data: Pathways to Improve Your School (Corwin, 2009), and the Handbook of Research on School Choice (Routledge, 2009).