Contact InformationMark Berends
Professor of Sociology; Director, CREO
4110A Jenkins Nanovic Hall
Ph.D., Sociology, 1992, University of Wisconsin-Madison
M.S., Sociology, 1988, University of Wisconsin-Madison
B.A., Sociology, 1985, Calvin College
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.
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)
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).