Marcey A. Moss, Ph.D.
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Dr. Marcey Moss has experience in program evaluation in school settings, community based education initiatives, school literacy, and alternative education programs. In the capacity of Research Associate she is involved in evaluation design, data collection and analysis (quantitative and qualitative), developing program indicators, surveys, conducting data analysis, assessing program effectiveness, and preparing reports. Dr. Moss’ also brings to the Center solid experience in demographic research and analysis as well as in character education. In her work as a Research Analyst she was the first to conduct a three-year longitudinal study of a character education program utilizing student and teacher surveys, administered in middle and high schools to assess behavior and attitude change. In addition, she has also conducted demographic analysis of rural counties in South Dakota and the implications of population change on those communities which contributed to the understanding of diminishing population trends in rural areas and changes in farm types and/or sizes throughout the state and surrounding regions. Dr. Moss has a Masters of Science in Rural Sociology and a Ph.D. in Sociology from South Dakota State University with an emphasis in Demography and Human Ecology.
Anne-Maree Ruddy, Ph.D.
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Dr. Anne-Maree Ruddy’s research background and interests are in analysis of policy, its development and implementation. Her experience in the US and internationally has been in education systems with an emphasis on school environments and higher education using quantitative and qualitative approaches using comprehensive studies requiring the use of a range of research skills; the collection and analysis of international, government and local policy documents, international, national and site specific statistics, reports and key stakeholders’ accounts on site. Dr. Ruddy holds a B.Ed. from Edith Cowan University (Perth, Western Australia) and the University of Western Australia (Master of Educational Administration) with an emphasis in educational policy and a Ph.D. from Murdoch University (Perth, Western Australia) with an emphasis in international and comparative educational policy.
Mary E. Piontek, Ph.D.
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Dr. Mary Piontek has over 20 years of experience conducting program evaluation and educational research, and providing professional development training in qualitative and quantitative research, personnel and program evaluation, educational assessment, learning strategies, standards and curriculum development, focus group design, survey design, and communicating and reporting findings. Her research and evaluation experience includes needs assessments and program development, personnel and program evaluation, organizational development and strategic planning, logic model development, case study research, survey research, and qualitative and quantitative data analysis. Dr. Piontek has worked with private foundations; arts and culture organizations; institutions of higher education; education and health/human service government agencies; social service and health systems organizations; schools and districts; and community-based organizations and service providers locally, regionally, and nationally. She has served as the evaluator on a variety of external grants from private foundations and other funding sources such as the National Institutes of Health (NIH), Department of Health and Human Services (HHS), the National Endowment for the Arts (NEA), and National Science Foundation (NSF). She is very familiar with professional accreditation systems, competency-based educational outcomes, and professional standards across a variety of disciplines; and has provided faculty development and technical assistance training on a variety of educational pedagogy, assessment, curricular development, and program evaluation topics. Dr. Piontek holds a B.A. and M.A. in English from University of Michigan and the Western Michigan University, respectively, and a Ph.D. in measurement, research, and evaluation from Western Michigan University. She co-authored a book on communicating and reporting strategies for evaluation for Sage Publications.
M. Karega Rausch
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Within CEEP, M. Karega Rausch is a Research Associate with the Equity Project at Indiana University. As a member of the leadership team, Mr. Rausch is responsible for ensuring the Project’s research, practice, service, and dissemination goals are achieved, that individual project goals, outcomes, and deliverables, are exceeded, and working to endure the long-term viability and efficiency of the Project through strategic planning and securing resources. Prior to joining the Equity Project, Mr. Rausch was the founding Indianapolis Director of a national educational advocacy non-profit (Stand for Children), and served as the education director on the senior staff of two Indianapolis Mayors of different political parties –Mayor Bart Peterson (D) and Mayor Greg Ballard (R). Mr. Rausch has earned a master’s degree in education and is currently completing his doctorate at Indiana University, has earned a bachelor’s degree in psychology from DePauw University, and has been a teacher of high school social studies. As an unwavering advocate for educational equity and underserved children, his professional experiences and research projects have been focused on how to create and reform schools to ensure all students are served exceptionally well. Mr. Rausch has authored or co-authored more than 20 professional publications on educational system reform, serves on a number of national and local boards, and has presented on educational equity and accountability for national organizations such as the American Educational Research Association, the National Association of Charter School Authorizers, the American Psychological Association, the University Council for Educational Administrators, the National Alliance for Public Charter Schools, and the Harvard Civil Rights Project.
Chad Lochmiller, Ph.D.
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Dr. Chad Lochmiller has experience in K-12 and post-secondary program evaluation as well as policy and fiscal analysis. Dr. Lochmiller’s expertise includes qualitative, quantitative, and mixed methods research designs. He has served as principal researcher on projects sponsored by state agencies, professional associations, universities, colleges, and school districts. As a scholar, his research examines issues relating to education policy, school finance, and human resources. He has published on issues related to school leadership and the use of resources in school settings. Dr. Lochmiller received his doctorate in 2010 from the University of Washington, Seattle.