Vita
Andrew Calvin Porter

Birthdate: July 10, 1942
Birthplace: Huntingdon, Pennsylvania

Degrees  B.S., Education, Indiana State University, 1963
                M.S., Educational Psychology, University of Wisconsin, 1965
                Ph.D., Educational Psychology, University of Wisconsin, 1967

Experience

Administrative
Dean, Graduate School of Education, University of Pennsylvania, August 2007 to present.
Director, Learning Sciences Institute, Vanderbilt University, September 2003 to August 2007.
Director, Wisconsin Center for Education Research, University of Wisconsin-Madison, July 1988 to August, 2003 (approximately $30 million per      year from multiple sources of external support). Associate Dean for Research and Graduate Study, College of Education, Michigan State      University, July 1981 to September 1985.
Director, School for Advanced Studies, July 1979 to June 1981 (responsible for graduate programs and research in the College of Education at      Michigan State University).
Associate Director in Charge of Basic Skills Group, National Institute of Education, October 1975 to August 1976, on leave from Michigan State      University (staff of 55, budget of $25 million).
Chief, Measurement and Methodology Division, National Institute of Education, September 1974 to September 1975, on leave from Michigan State      University (staff of 11, budget of $3 million).
Director, Office of Research Consultation, Michigan State University, Fall 1967 to August 1973 (staff of 6 to 8 advanced graduate students).

Academic
Professor of Education, Graduate School of Education, University of Pennsylvania, August 2007 to present.
Professor of Leadership, Policy, and Organizations, Vanderbilt University, September 2003 to August 2007.
Professor of Educational Psychology, University of Wisconsin-Madison, July 1988 to 2003.
Professor of Educational Psychology, Michigan State University, Spring 1974 to June 1988.
Visiting Scholar, National Institute of Education, September 1973 to August 1974, on leave from Michigan State University.
Associate Professor of Educational Psychology, Michigan State University, Summer 1970 to Spring 1974.
Assistant Professor of Educational Psychology, Michigan State University, Fall 1967 to Spring 1970.
Visiting Assistant Professor, Indiana State University, Summer 1967.

Grants and Contracts
Co-Principal Investigator, The Impact of Curriculum Alignment and Leadership Training on Student Performance. U.S. Department of      Education-funded at $1.6 million over 4 years (March 2006-December 2010).
Senior Advisor, The Impact on Student Achievement of Teacher Professional Development Designed to Enhance Teacher Content Knowledge      and Pedagogical Content Knowledge in Math. American Institute for Research, U.S Department of Education-funded $17 million over 5 years      (August 2005-July 2010).
Principal Investigator, Develop and Test an Education Leadership Performance Assessment. Wallace Foundation-funded at $1.5 million over      three years (July 2005-August 2008).
Co-Director, System-Wide Change for All Learners and Educators. National Science Foundation-funded at $35 million over 5 years (January      2003-December 2007).
Co-Director, Center for the Integration of Research, Teaching, and Learning (CIRTL). National Science Foundation-funded at $10 million over 5      years (January 2003-August 2003).
Co-Principal Investigator, Longitudinal Design to Measure Effects of MSP Professional Development in Improving Quality of Instruction in      Mathematics and Science Education. National Science Foundation-funded at $1.5 million over 3 years (October 2002-September 2005).
Co-Principal Investigator, Experimental Design to Measure Effects of Assisting Teachers in Using Data on Enacted Curriculum to Improve      Effectiveness of Instruction in Mathematics and Science Education. National Science Foundation-funded at $1.5 million over 3 years      (December 2001-December 2004).
Co-Principal Investigator, Improving Effectiveness of Instruction in Mathematics and Science with Data on Enacted Curriculum. National Science      Foundation-funded at $1.5 million over 3 years (December 2000-December 2003).
Principal Investigator, The Longitudinal Evaluation of the Effectiveness of School Interventions. U.S. Department of Education-funded at $2.26      million (October 2000-October 2001).
Principal Investigator, National Study of Title I Schools. U.S. Department of Education-funded at $1.9 million (October 2000-October 2001).
Principal Investigator, Evaluation of the Eisenhower Professional Development Program State and Local Activities. U.S. Department of      Education-funded at $1.5 million (March 1997-July 2000).
Director, National Institute for Science Education. National Science Foundation-funded at $2.0 million per year (July 1995-June 2000).
Principal Investigator, Consortium for Policy Research in Education. Wisconsin work OERI-funded at $.3 million per year (December 1987-      November 1990 and December 1990-November 1995, March 1996-April 2001).
Principal Investigator, Developing Opportunity-to-Learn Indicators of the Content of Instruction. National Center for Education Statistics-funded at      $160,000 (November 1994-October 1995).
Principal Investigator, Center for Organization and Restructuring of Schools. OERI-funded at $1.6 million per year (November 1990-September      1995).
Co-Principal Investigator (with Mike Kirst), Reform Up Close, National Science Foundation-funded at $470,000 per year (July 1989-June 1991).
Senior Consultant, Center for the Teaching and Learning of Elementary Subjects. OERI-funded at $.5 million per year (October 1987-September      1992).
Director, Science and Mathematics Support Teacher Program. Michigan State University, American Federation of Teachers, Toledo Public      Schools and National Science Foundation-funded (Fall 1987-Spring 1989).
Co-Director (with Jere Brophy), Institute for Research on Teaching. NIE-funded at approximately $2.0 million per year (October 1981-September      1986; Associate Director, September 1979-July 1, 1981).
Director, Content Determinants Project, Institute for Research on Teaching, Michigan State University. NIE-funded at approximately $120,000 per      year (September 1976-August 1986).
Co-Director (with J. Nickerson), post-doctoral program in educational research for minorities and women. NIE-funded for three years at      approximately $80,000 per year.
Director, General Motors Institute Intern Program. GMI-funded beginning 1983-84 at $17,000 per year.
Chief Analyst, National evaluation of home day care: An observation study. Project at SRI International with ACYF funding at $900,000 over      three years starting January 1976.
Chief Analyst, National evaluation of Teacher Corps. Project at SRI International with OE funding at approximately $1 million per year (August      1978-August 1981).
Director, Project to evaluate the TABA teaching strategies project in the Lansing Public Schools. Funded by Michigan Department of Education      (July 1972-August 1973).

Honors

American Educational Research Association Outstanding Reviewer Award, 2006.
Affirmative Action Award, Vanderbilt University, 2005.
Alumni Achievement Award, University of Wisconsin-Madison, School of Education, 2005.
American Educational Research Association Outstanding Reviewer Award, 2005.
Patricia and Rodes Hart Professor of Educational Leadership and Policy, Vanderbilt University, 2003 to present.
Anderson-Bascom Professorship in Education, University of Wisconsin-Madison, 2002-2003.
Lifetime National Associate of the National Academies, 2001-Present.
President, American Educational Research Association, 2001.
Crystal Apple Award from Michigan State University for contributions to education, 2000.
School of Education Dean’s Club Faculty Distinguished Achievement Award, University of Wisconsin-Madison, 1996.
Member, National Academy of Education, elected 1994.
Distinguished Alumni Award, Indiana State University, 1994.

Editorial Activities
Editorial Board member, American Educational Research Journal, 2004-present.
Editorial Board member, Educational Researcher, 2001-2003.
Editorial Board member, Teachers College Record, May 1995-present.
Advisory Board member, American Journal of Education, September 1988-2001.
Advisory Board member, Review of Educational Research, 1996-2000.
Editorial Board member, Educational Evaluation and Policy Analysis, March 1991-1994.
Associate Editor for the Journal of Education Statistics, December 1974-1976 and 1978-1990.
Chair, Publications and Editorial Advisory Board, American Association of Colleges of Teacher Education, 1984-1986; chair 1987-1989.      (Includes the Journal of Teacher Education.)
Editorial Board member, Review of Research in Education, February 1985-1988.
Consulting Editor of the Journal of Educational Research, 1978-1988.
Editorial Board of Evaluation Quarterly, 1978-1981.
Consulting Editor for the American Educational Research Journal, August 1975-September 1977.

National Academy of Science, National Research Council Work
Member, Committee on the Study of Teacher Preparation Programs in the United States, 2005-2007.
Member, Steering Committee on Mathematics/Science Partnerships, 2003-2006.
Chair, Board on International Comparative Studies in Education, National Research Council, 1998-2001, member from 1993.
Member, Committee on Appropriate Uses of Educational Tests formed under the auspices of the Board on Testing and Assessment, February 1-      December 31, 1998.
Member, Mathematical Sciences Education Board, Study Group on Assessment, 1991-1993.
Member, Committee on the Federal Role in Education Research, 1991-1992.
Participant/Presenter, Conference on Evaluating Education Reform, May 1991.
Participant/Presenter, Conference on Statistical Standards for International Assessments of Student Achievement in Precollege Science and      Mathematics, October 1985.
Participant, Colloquium on Indicators of Precollege Science and Mathematics Education, November 1985.
Member, Committee to Evaluate the National Center for Education Statistics, 1984-1986.

Offices and Committee Work
Vice President, National Academy of Education, 2005-Present.
Member, National Assessment Governing Board, 2004-Present.
Member, What Works Clearinghouse Advisory Committee, Institute of Education Sciences, U.S. Department of Education-funded, 2002-Present.
President-Elect 2000; President 2001; Past-President 2002, American Educational Research Association.
Secretary/Treasurer, National Academy of Education, 1998-2001 (also Member-At-Large, Executive Committee, 1997; Chair of Nominating      Committee, 1997-1998; and Member of Selection Committee for Spencer Foundation Postdoctoral Fellows, 1998-2001).
Chair, U.S. Department of Education, Advisory Council on Education Statistics, 1994-2001.
Member, Title I/ESEA Independent Review Panel, U.S. Department of Education, 1995-2001.
Chair, National Science Foundation, Education and Human Resources Directorate, Special Emphasis Panel on Evaluation, 1995-1998.
Member, Madison Urban League Board of Directors, 1991-1996; Chair of Program Planning Committee, 1993-1995.
Member-At-Large, AERA Council, 1992-1994.
Member, AACTE/NCATE Research and Information Committee, 1992-1993.
Program Chair, 1990 AERA annual meeting.
NCTM Research Catalyst Conference Mentor, 1990-1991.
Member, NCTM Task Force on the Effects of the Standards on School Practice, 1989.
Member, AERA Governmental and Professional Liaison Committee, 1987-1990.
Member, American Statistical Association/National Science Foundation/Center for Educational Statistics Research Fellows Program Committee,      1986-1990.
Member, Michigan Advisory Panel, North Central Regional Educational Laboratory, 1985-1988.
Chairman and chair-elect, AERA Raymond B. Cattell Early Career Award for Programmatic Research, 1985, 1986.
Member-At-Large, AERA Institutional Affiliates Executive Committee, 1983-1985.
Chairman, AERA Nominations Committee, 1983.
Member, AERA Research Training Committee, 1976-1979.
Member, AERA/ASA Joint Management Committee, Journal of Educational Statistics, 1975-1977.
Chairman, Panel on Methodology in the National Conference on Planning Studies in Teaching, National Institute of Education, 1974.
Member, Palmer O. Johnson Award Committee, AERA, 1971-1974.

AERA Training Programs
Co-Director, AERA mini-training session on Nonparametric Techniques for Improving Statistical Power, 1974.
Co-Director, AERA Presession on Nonparametric Methods and Related Post Hoc Procedures, 1971.
Instructor, AERA Presession on the Nonparametric Methods and Post Hoc Procedures in Educational Research, 1969-1970.
Assistant Instructor, AERA Presession on the Design and Analysis of Comparative Experiments, 1967.

Illustrative Consulting
Member National Advisory Board for Institute for Education Sciences funded Center for Research on Evaluation, Standards and Student Testing      at UCLA, 2005-present.
Wisconsin Assessment and Accountability Technical Advisory Committee Chair, 2003-present.
Ohio Assessment and Accountability Technical Advisory Committee, Chair, 2001-present.
Philadelphia Assessment and Accountability Technical Advisory Committee, Chair, 1998-2001.
Missouri Assessment Technical Advisory Committee, Chair, 1995-present.
Kentucky Assessment Technical Advisory Panel, Member, 1997-present.
Hall Family Foundation, 1996, 2000.
National Center for Improvement in Science Teaching and Learning—Advisory Board, National Diffusion Network, 1988-present.
Council of Chief State School Officers’ State Education Assessment Center—Advisory Board for the Science and Mathematics Indicators      Project, 1986-present.

Professional Writing

Book Chapters
Porter, A. C. (2005). Prospects for school reform and closing the achievement gap. In C.A. Dwyer (Ed.), Measurement and research in the      accountability era (pp. 59-95). Mahway, NJ: Lawrence Erlbaum Associates.
Porter, A. C. (expected in 2005). Curriculum assessment. In J. L. Green, G. Camilli, & P. B. Elmore (Eds.), Complementary methods for research in      education (3rd edition). Washington, DC: American Educational Research Association.
Porter, A. C., & Smithson, J. L. (2004). From policy to practice: The evolution of one approach to describing and using curriculum data. In M.      Wilson (Ed.), Towards coherence between classroom assessment and accountability, NSSE Yearbook 103:2. Chicago, IL: The National      Society for the Study of Education.
Porter, A. C., & Gamoran, A. (2002). Progress and challenges for large-scale studies. In A. C. Porter & A. Gamoran (Eds.), Methodological      advances in cross-national surveys of educational achievement (pp. 105-131). Washington, DC: National Academy Press.
Porter, A., & Chester, M. (2002). Building a high-quality assessment and accountability program: The Philadelphia example. In D. Ravitch (Ed.),      Brookings papers on education policy 2002 (pp. 285-337). Washington, DC: Brookings Institution Press.
Porter, A. C., Youngs, P., & Odden, A. (2001). Advances in teacher assessments and their uses. In V. Richardson (Ed.), Handbook of research      on teaching (4th edition) (pp. 259-297). Washington, DC: American Educational Research Association.
Porter, A. C., & Smithson, J. L. (2001). Are content standards being implemented in the classroom? A methodology and some tentative answers.      In S. H. Fuhrman (Ed.), From the capitol to the classroom: Standards-based reform in the states—One hundredth yearbook of the National      Society for the Study of Education, Part II (pp. 60-80). Chicago: University of Chicago Press.
Porter, A. C. (1998). The effects of upgrading policies on high school mathematics and science. In D. Ravitch (Ed.), Brookings papers on      education policy 1998 (pp. 123-172). Washington, DC: Brookings Institution Press.
Porter, A. C. (1998). Dilemmas in assessing academic achievement. In N. M. Lambert & B. L. McCombs, How students learn: Reforming schools      through learner-centered education (pp. 339-350). Washington, DC: American Psychological Association.
Porter, A. C. (1997). Comparative experiments in educational research. In R. Jaeger (Ed.), Complementary methods for research in education      (2nd edition) (pp. 523-551). Washington, DC: American Educational Research Association. (Revised chapter and reading from 1988 edition.)
Wehlage, G. G., Osthoff, E., & Porter, A. C. (1996). Support from external agencies. In F. M. Newmann & Associates, Authentic achievement:      Restructuring schools for intellectual quality (pp. 264-285). San Francisco: Jossey-Bass.
Murray, F. B., & Porter, A. C. (1996). Pathway from the liberal arts curriculum to lessons in the schools. In F. B. Murray (Ed.), The teacher      educator’s handbook: Building a knowledge base for the preparation of teachers, Part 2: Subject matter knowledge (pp. 155-178). San      Francisco: Jossey-Bass.
Porter, A. C. (1995). The uses and misuses of opportunity-to-learn standards. In D. Ravitch (Ed.), Debating the future of American schools (pp.      40-65). Washington, DC: The Brookings Institution.
Porter, A. C. (1995). Guaranteeing good instruction. In P. Brown (Ed.), Strategies for linking school finance and students’ opportunity to learn      (pp. 36-41). Washington, DC: National Governors’ Association.
Gamoran, A., Porter, A. C., & Gahng, T.-J. (1995). Teacher empowerment : A policy in search of theory and evidence. In B. Levin, W. J. Fowler,      Jr., & H. J. Walberg (Eds.), Advances in educational productivity: Organizational influences on educational productivity (Vol. 5) (pp. 175-193).      Greenwich, CT: JAI Press.
Porter, A. C., Smithson, J., & Osthoff, E. (1994). Standard setting as a strategy for upgrading high school mathematics and science. In R. F.      Elmore & S. H. Fuhrman (Eds.), The governance of curriculum: 1994 yearbook of the Association for Supervision and Curriculum      Development (pp. 138-166). Alexandria, VA: Association for Supervision and Curriculum Development.
Porter, A. C. (1994). Defining and measuring opportunity to learn. In S. L. Traiman (Ed.), The debate on opportunity-to-learn standards.      Washington, DC: National Governors’ Association.
Atkinson, R. C., & Porter, A. C. (1993). The Department of Education’s support of education research. In J. F. Jennings (Ed.), National issues in      education: The past is prologue. Bloomington, IN: Phi Delta Kappa International.
Porter, A. C. (1991). Good teaching of worthwhile mathematics to disadvantaged students. In M. S. Knapp & P. M. Shields (Eds.), Better      schooling for the children of poverty: Alternatives to conventional wisdom (pp. 125-148). Berkeley, CA: McCutchan Publishing Corporation.
Porter, A. C. (1991). Assessing national goals : Some measurement dilemmas. In The assessment of national educational goals: Proceedings of      the 1990 ETS Invitational Conference (pp. 21-42). Princeton, NJ: Educational Testing Service.
Porter, A. C., Archbald, D. A., & Tyree, A. K., Jr. (1991). Reforming the curriculum: Will empowerment policies replace control? In S. Fuhrman &      B. Malen (Eds.), The politics of curriculum and testing: The 1990 yearbook of the Politics of Education Associations (pp. 11-36). London:      Taylor & Francis Ltd.
Porter, A. C. (1990). Choice requires more than the absence of control. In W. H. Clune & J. F. Witte (Eds.), Choice and control in American      education—Volume 1: The theory of choice and control in education (pp. 387-397). Bristol, PA: Falmer Press.
Porter, A. C. (1990). Collaborating with teachers on research. In M. W. Olson (Ed.), Opening the door to classroom research (pp. 77-96).      Newark, DE: International Reading Association.
Porter, A., Floden, R., Freeman, D., Schmidt, W., & Schwille, J. (1988). Content determinants in elementary school mathematics. In D. A. Grouws      & T. J. Cooney (Eds.), Perspectives on research on effective mathematical teaching (pp. 96-113). Hillsdale, NJ: Lawrence Erlbaum      Associates. (Also Research Series 179, East Lansing: Michigan State University, Institute for Research on Teaching.)
Freeman, D., Porter, A., Alford, L., Floden, R., Irwin, S., Schmidt, W., & Schwille, J. (1986). Deciding what to teach in elementary school      mathematics: Interplay between external policies and teachers’ convictions. Proceedings of the 8th annual meeting of the North American      Chapter of the International Group for the Psychology of Mathematics Education. East Lansing: Michigan State University.
Levine, D. B. (Ed.), (1986). Creating a Center for Education Statistics: A time for action. Published for the Panel to Evaluate the National Center      for Educational Statistics by National Academy Press, Washington, DC (A. Porter, panel member).
Porter, A. C. (1986). Can a book be the curriculum? In Caroline B. Cody (Ed.), A policymaker’s guide to textbook selection. VA: National      Association of State Boards of Education.
Porter, A. C. (1986). What next ? More leverage for teachers. (Edited by Joslyn Green). Contributor via interview; remarks transcribed and      grouped with comments of other interviews. Denver, CO: Education Commission of the States.
Porter, A. C. (1984, January). Comments on taking mathematics teaching seriously : Reflections on the teacher shortage in science and      mathematics. In John L. Taylor (Ed.), Teacher shortage in science and mathematics: Myths, realities and research (pp. 131-135). Proceedings      of a conference sponsored by the National Institute of Education, Washington, DC.
Schmidt, W. H., Porter, A. C., Schwille, J. R., Floden, R. E., & Freeman, D. J. (1983). Validity as a variable: Can the same certification test be valid      for all students? In G. F. Madaus (Ed.), The courts, validity, and minimum competency testing (pp. 75-115). Boston: Kluwer-Nijhoff. (Also      Occasional Paper No. 53, East Lansing, MI: Michigan State University, Institute for Research on Teaching, 1983.)
Schwille, J. R., Porter, A. C., Belli, G., Floden, R. E., Freeman, D. J., Knappen, L. B., Kuhs, T. M., & Schmidt, W. H. (1983). Teachers as policy      brokers in the content of elementary school mathematics. In L. Shulman & G. Sykes (Eds.), Handbook on teaching and policy (pp. 370-391).      New York: Longman. (Also Research Series No. 113, East Lansing, MI: Michigan State University, Institute for Research on Teaching, 1983.)
Porter, A. C., Floden, R. E., Freeman, D. J., Kuhs, T., Schmidt, W. H., & Schwille, J. R. (1981). The content of elementary school mathematics in      the United States. Proceedings of the Fourth International Congress on Mathematics Education, August 14, 1980. Berkeley, CA: University of      California.
Porter, A. C. (1981). Elementary mathematics textbooks. In J. Y. Cole & T. G. Sticht (Eds.), The textbook in American society. Washington, DC:      Library of Congress. (A short version of a chapter to appear in another book by Academic Press.)
Floden, R. E., Porter, A. C., Schmidt, W. H., & Freeman, D. J. (1980). Don’t they all measure the same thing?: Consequences of standardized test      selection. In E. L. Baker & E. S. Quellmalz (Eds.), Educational testing and evaluation: Design, analysis and policy. Beverly Hills, CA: Sage.      (Also Research Series No. 25, East Lansing: Michigan State University, Institute for Research on Teaching, 1978.)
Porter, A. C. (1976). Small scale evaluation. In C. Abt (Ed.), The evaluation of social programs. Beverly Hills, CA: Sage.
Porter, A. C., & Chibucos, T. R. (1974). Selecting analysis strategies. In G. Borich (Ed.), Evaluating educational programs and products.      Englewood Cliffs, NJ: Educational Technology Press.
Porter, A. C. (1973, February). Some comments on “Empirical criteria for distinguishing and validating aptitude and achievement measures,” by      George Burket and “Fitting a model of school learning to aptitude and achievement data over grade levels,” by John Carroll. In R. Green (Ed.),      The aptitude achievement distinction. Monterey, CA: Proceedings of the Second CTB/McGraw Hill Conference in Educational Measurement.
Porter, R. B., & Porter, A. C. (1969). Psychological evaluation of the hearing handicapped. In J. Griffith (Ed.), Persons with hearing loss.      Springfield: Charles C. Thomas Publishers.

Articles in Professional Journals
Porter, A.C., Linn, R.L., & Trimble C.S. (2005, Winter). The effects of state decisions about NCLB adequate yearly progress targets. Educational      Measurement: Issues and Practice, Vol. 24(4), (pp. 32-39).
Porter, A.C., Smithson, J.L. Blank, R. & Zeidner, T. (expected in 2005). Alignment as a teacher variable. Applied Measurement in Education.
Porter, A. C. (2005). Getting the content of instruction right. Orbit 35(3), 11-13.
Porter, A. C., Blank, R., Smithson, J., & Osthoff, E. (2005, May). Place-based randomized trials to test the effects on instructional practices of a      mathematics/science professional development program for teachers. Annals of the American Academy of Political and Social Science 599,      147-175.
Porter, A. C., Chester, M. D., & Schlesinger, M. D. (2004, June). Framework for an effective assessment and accountability program: The      Philadelphia example. Teachers College Press 106(6), 1358-1400.
Desimone, L., Garet, M., Birman, B., Porter, A., & Suk Yoon, K. (2003, November). Improving teachers’ in-service professional development in      mathematics and science: The role of postsecondary institutions. Educational Policy 17(5), 613-649.
Youngs, P., Odden, A., & Porter, A. C. (2003, May). State policy related to teacher licensure. Educational Policy 17(2), 217-236.
Porter, A. C., Garet, M. S., Desimone, L. M., & Birman, B. F. (2003, Spring). Providing effective professional development: Lessons from the      Eisenhower Program. Science Educator 12(1), 23-40.
Birman, B. F., & Porter, A. C. (2002). Evaluating the effectiveness of education funding streams. Peabody Journal of Education 77(4), 59-85.
Porter, A. C. (2002, October). Measuring the content of instruction: Uses in research and practice. Educational Researcher 31(7), 3-14.
Desimone, L., Porter, A. C., Garet, M., Suk Yoon, K., & Birman, B. (2002, Summer). Effects of professional development on teachers’ instruction:      Results from a three-year longitudinal study. Educational Evaluation and Policy Analysis 24(2), 81-112.
Desimone, L., Porter, A. C., Birman, B. F., Garet, M. S., & Suk Yoon, K. (2002, October). How do district management and implementation      strategies relate to the quality of the professional development that districts provide to teachers? Teachers College Record 104(7), 1265-      1312.
Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001, Winter). What makes professional development effective? Results      from a national sample of teachers. American Educational Research Journal 38(4), 915-945.
Porter, A. C. (2001, Summer). Invited commentary: Uses and limitations of indicator data. Education Statistics Quarterly 3(2), 14-16.
Porter, A. (2000, December). Doing high-stakes assessment right. The School Administrator 11(57), 28-31.
Birman, B., Desimone, L., Porter, A. C., & Garet, M. (2000). Designing professional development that works. Educational Leadership 57(8), 28-      33.
Gamoran, A., Porter, A. C., Smithson, J., & White, P. A. (1997, Winter). Upgrading high school mathematics instruction: Improving learning      opportunities for low-achieving, low-income youth. Educational Evaluation and Policy Analysis 19(4), 325-338.
White, P. A., Gamoran, A., Smithson, J., & Porter, A. C. (1996, Winter). Upgrading the high school math curriculum: Math course-taking patterns      in seven high schools in California and New York. Educational Evaluation and Policy Analysis 18(4), 285-307.
Porter, A. C. (1995). The uses and misuses of opportunity-to-learn standards. Educational Researcher 24(1), 21-27.
Porter, A. C. (1994). National equity and school autonomy. Educational Policy 8(4), 489-500.
Porter, A. C. (1994). National standards and school improvement in the 1990s : Issues and promise. American Journal of Education 102(4), 421-      449.
Archbald, D. A., & Porter, A. C. (1994). Curriculum control and teachers’ perceptions of autonomy and satisfaction. Educational Evaluation and      Policy Analysis 16(1), 21-39.
Porter, A. C. (1993). School delivery standards. Educational Researcher 22(5), 24-30. (Reprinted in Network News & Views 12(8), August      1993, 63-69 and in S. L. Traiman (Ed.), (1994), The debate on opportunity-to-learn standards. Washington, DC: National Governors’      Association.)
Lee, O., & Porter, A. C. (1993). A teacher’s bounded rationality in middle school science. Teaching and Teacher Education 9(4), 397-409.
Porter, A. C. (1991). Creating a system of school process indicators. Educational Evaluation and Policy Analysis 13(1), 13-29.
Lee, O., & Porter, A. C. (1990). Bounded rationality in classroom teaching. Educational Psychologist 25(2), 159-171.
Porter, A. C. (1989). External standards and good teaching : The pros and cons of telling teachers what to do. Educational Evaluation and Policy      Analysis 11(4), 343-356. (Also Occasional Paper No. 126, East Lansing: Michigan State University, Institute for Research on Teaching.)
Freeman, D. T., & Porter, A. C. (1989). Do textbooks dictate the content of mathematics instruction in elementary schools? American Educational      Research Journal 26(3), 403-421. (Also Research Series No. 189, East Lansing: Michigan State University, Institute for Research on      Teaching.)
Porter, A. C. (1989). A curriculum out of balance : The case of elementary school mathematics. Educational Researcher 18(5), 9-15. (Also      Research Series No. 191, East Lansing: Michigan State University, Institute for Research on Teaching.)
Floden, R. E., Porter, A. C., Alford, L. M., Freeman, D. T., Irwin, S., Schmidt, W. H., & Schwille, J. R. (1988). Instructional leadership at the district      level: A closer look at autonomy and control. Educational Administration Quarterly 24(2), 96-124. (Also Research Series No. 182, East      Lansing: Michigan State University, Institute for Research on Teaching.)
Porter, A. (1988). Understanding teaching : A model for assessment. Journal of Teacher Education 39(4), 2-7. (Also reprinted in Pedagogicka      Revue 1991 53(1), 3-14; Occasional Paper No. 124, East Lansing: Michigan State University, Institute for Research on Teaching.)
Porter, A. C. (1988). Indicators : Objective data or political tool ? Phi Delta Kappan 67(9), 503-508.
Porter, A. & Brophy, J. (1988). Good teaching: Insights from the work of the Institute for Research on Teaching. Educational Leadership 45(8),      75-84. (Also Occasional Paper No. 114, East Lansing: Michigan State University, Institute for Research on Teaching, 1987; a chapter in R. S.      Brandt (Ed.), Readings on research from educational leadership (pp. 217-226). Alexandria, VA: Association for Supervision and Curriculum      Development; a chapter in Readings from educational leadership: Coaching and staff development (pp. 66-75), a companion volume edited by      R. S. Brandt for ASCD.)
Schwille, J., Porter, A., Alford, L., Floden, R., Freeman, D., Irwin, S., & Schmidt, W. (1988). State policy and the control of curriculum decisions.      Educational Policy 2(1), 29-50). (Also Research Series No. 173, East Lansing: Michigan State University, Institute for Research on Teaching,      1986.)
Porter, A. C. (1987). Teacher collaboration : New partnerships to attack old problems. Phi Delta Kappan 69, 147-152. (Also Occasional Paper No.      105, East Lansing: Michigan State University, Institute for Research on Teaching.)
Porter, A. C., & Raudenbush, S. W. (1987). Analysis of covariance: Its model and use in psychological research. Journal of Counseling      Psychology 34, 383-392.
Schmidt, W. H., Porter, A. C., Floden, R. E., Freeman, D. T., & Schwille, J. R. (1987). Four patterns of teacher content decision making. Journal of      Curriculum Studies 19(5), 439-455.
Alford, L., & Porter, A. (1986). Research report: Alignments between content of textbooks and tests in mathematics. Arithmetic Teacher 34(3),      25.
Porter, A. C. (1986). From research on teaching to staff development : A difficult step. Elementary School Journal 87(2), 159-164.
Porter, A. C., & Freeman, D. J. (1986). Professional orientations: An essential domain for teacher testing. Journal of Negro Education 55, 284-      292.
Kuhs, T., Porter, A., Floden, R., Freeman, D., Schmidt, W., & Schwille, J. (1985). Differences among teachers in their use of curriculum-      embedded tests. Elementary School Journal 86(2), 141-154. (Also Research Series No. 133, East Lansing: Michigan State University, Institute      for Research on Teaching.)
Frame, R. E., Clarizio, H. F., & Porter, A. C. (1984). Diagnostic and prescriptive bias in school psychologists’ reports of a learning disabled child.      Journal of Learning Disabilities 17, 12-15.
Blumberg, C. J., & Porter, A. C. (1983). Analyzing quasi-experiments: Some implications of assuming continuous growth models. The Journal of      Experimental Education 51, 150-159.
Freeman, D. J., Belli, G. M., Porter, A. C., Floden, R. E., Schmidt, W. H., & Schwille, J. R. (1983). The influence of different styles of textbook use      on instructional validity of standardized tests. Journal of Educational Measurement 20, 259-270. (Also Research Series No. 107, East      Lansing: Michigan State University, Institute for Research on Teaching, 1983.)
Freeman, D. J., Kuhs, T. M., Porter, A. C., Floden, R. E., Schmidt, W. H., & Schwille, J. R. (1983). Do textbooks and tests define a national      curriculum in elementary school mathematics? Elementary School Journal 83, 501-513. (Reprinted in The Education Digest, 1984, March,      47-49.)
Porter, A. C. (1983). The role of testing in effective schools. American Education 19, 25-28.
Frame, R. E., Clarizio, H. F., Porter, A. C., & Vinsonhaler, J. R. (1982, July). Interclinician agreement and bias in school psychologists’ diagnostic      and treatment recommendations for a learning disabled child. Psychology in the Schools.
Freeman, D. J., Kuhs, T. M., Knappen, L., & Porter, A. C. (1982). A closer look at standardized tests. The Arithmetic Teacher 29, 50-54. (Also      Research Series No. 48, East Lansing: Michigan State University, Institute for Research on Teaching, 1979.)
Floden, R. E., Porter, A. C., Schmidt, W. H., Freeman, D. J., & Schwille, J. R. (1981). Responses to curriculum pressures: A policy capturing      study of teacher decisions about content. Journal of Educational Psychology 73, 129-141. (Also Research Series No. 74, East Lansing:      Michigan State University, Institute for Research on Teaching, 1980.)
Olejnik, S. F., & Porter, A. C. (1981). Bias and mean square errors of estimation as criteria for evaluating competing analysis strategies in quasi-      experiments. Journal of Educational Statistics 6, 33-53.
Schwille, J. R., Porter, A. C., & Gant, M. (1980). Content decision-making and the politics of education. Educational Administration Quarterly 16,      21-40. (Also Research Series No. 52, East Lansing: Michigan State University, Institute for Research on Teaching, 1979.)
Porter, A. C. (1979). A book review of research and development and school change. Edited by Robert Glaser. Educational Researcher.
Porter, A. C., Schmidt, W. H., Floden, R. E., & Freeman, D. J. (1978, Fall). Practical significance in program evaluation. American Educational      Research Journal 15(4), 529-539. (Also Research Series No. 2, East Lansing: Michigan State University, Institute for Research on Teaching,      1978.)
Olejnik, S. F., & Porter, A. C. (1975, Summer). An empirical study comparing the effectiveness of four scoring strategies on the Kuder      Occupational Interest Survey Form DD. Journal of Educational and Psychological Measurement.
Porter, A. C., & Chibucos, T. R. (1975, Winter). Common problems of design and analysis in evaluative research. Sociological Methods and      Research.
Porter, A. C., & Kaiser, H. F. (1975, June). FORTRAN program for computing a measure of the population quality of legislative appointment.      Behavior Research Methods and Instrumentation.
Stanley, J. C., & Porter, A. C. (1972). ANOVA analysis of unweighted and weighted Fisher z’s. Social Science Research 1.
Stanley, J. C., & Porter, A. C. (1967). Correlation of scholastic aptitude scores with college grades for Negros versus whites. Journal of      Educational Measurement 4, 199-218.

Technical Reports and Unpublished Manuscripts
(Does not include proposals or presentations at professional meetings unless an original manuscript was presented.)

Porter, A.C. (2005, August). Increasing Teacher Effectiveness. Paper written for the Aspen Institute; Aspen Seminar: Congressional Education      Staff Program.
Porter, A. C. (2004, November). Twelfth grade NAEP as an indicator of college readiness: Validity issues and methodological options. Paper      written for the National Assessment Governing Board.
Porter, A. C. (2002, September). Policy and student learning: What textbooks, assessment, and professional development can contribute. Report      written for the American Association for the Advancement of Science, Project 2061.
Porter, A., & Smithson, J. (2001). Defining, developing, and using curriculum indicators. Research Report Series RR-048. Philadelphia, PA:      Consortium for Policy Research in Education, University of Pennsylvania.
Blank, R. K., Porter, A., & Smithson, J. (2001, July). New tools for analyzing teaching, curriculum and standards in mathematics and science.      Results from Survey of Enacted Curriculum Project. (Final Report to the National Science Foundation on Contract No. REC98-03080).      Washington, DC: Council of Chief State School Officers.
Porter, A. (2000, December). Final report on the National Institute for Science Education. Report to the National Science Foundation Engineering      and Human Resources Directorate, on Cooperative Agreement No. RED-9452971.
Porter, A. (2000, June). Education choice in the Kansas City, Missouri, Public Schools: An update on the Hall Family Foundation’s grant-making      strategies in K-12 education. Report to the Hall Family Foundation.
Britton, E., Raizen, S., Kaser, J., & Porter, A. (2000). Beyond description of the problems: Directions for research on diversity and equity issues      in K-12 mathematics and science education. Washington, DC: National Center for Improving Science Education.
Porter, A. C., Garet, M. S., Desimone, L., Yoon, K. S., & Birman, B. F. (2000, October). Does professional development change teaching      practice? Results from a three-year study. (Report to the U.S. Department of Education, Office of the Under Secretary on Contract No.      EA97001001 to the American Institutes for Research). Washington, DC: Pelavin Research Center.
Youngs, P., Odden, A., & Porter, A. C. (2000). State leadership in teacher licensure. A paper prepared for the Consortium for Policy Research in      Education. Madison: Wisconsin Center for Education Research, University of Wisconsin-Madison.
Garet, M. S., Birman, B. F., Porter, A. C., Desimone, L., & Herman, R. (with K. S. Yoon). (1999, October). Designing effective professional      development: Lessons from the Eisenhower Program. (Report to the U.S. Department of Education, Office of the Under Secretary on      Contract No. EA97001001 to the American Institutes for Research). Washington, DC: Pelavin Research Center.
Porter, A. C. (1998, October). Curriculum reform and measuring what is taught: Measuring the quality of education processes. Paper presented      at the annual meeting of the Association for Public Policy Analysis and Management, New York City.
Porter, A. C., & Smithson, J. L. (1995, November; 2nd edition 1997, April). Enacted curriculum survey items catalogue: Middle school and high      school mathematics and science. Madison: Wisconsin Center for Education Research, University of Wisconsin-Madison.
Porter, A. (1997, January). Defining principles and indicators of school quality: A discussion paper. Paper prepared for a meeting of the      Executive Committee of the National Study of School Evaluation, Board of Directors, Marco Island, Florida.
Porter, A. C. (1996). Elementary and secondary education : A review of the Hall Family Foundation’s grant-making strategies. Paper prepared for      the Hall Family Foundation, Kansas City, Missouri.
Porter, A. C. (1995, October). Measuring the quality of education processes. Paper prepared for the Asian-Pacific Economic Cooperation      (APEC) Education Forum Project on Performance Measurement Systems, Washington, DC.
Porter, A. C., & Osthoff, E. J. (1993). External strategies for stimulating and supporting school restructuring. Madison: University of Wisconsin-      Madison, Center on Organization and Restructuring of Schools, OERI deliverable.
Porter, A. C. (1993). State and district leadership for implementation of Project 2001. Paper prepared for the American Association for the      Advancement of Science as a Project 2061 Policy Blueprint.
Porter, A. C., Kirst, M. W., Osthoff, E. J., Smithson, J. S., & Schneider, S. A. (1993). Reform Up Close: An analysis of high school mathematics      and science classrooms. (Final Report to the National Science Foundation on Grant No. SPA-8953446 to the Consortium for Policy Research      in Education.) Madison: University of Wisconsin-Madison, Wisconsin Center for Education Research.
Porter, A. C., & Silver, E. (1992). NCTM Research Catalyst Conference : Policy related issues. National Council of Teachers of Mathematics.
Archbald, D., & Porter, A. C. (1991). The role of assessment in education reform. Paper prepared for the Office of Technology Assessment.
Institute for Research on Teaching. (1986). Progress report for the period April 1-September 30, 1986 (Final Report). East Lansing: Michigan      State University, Institute for Research on Teaching.
Nickerson, J., & Porter, A. C. (1983, March). New paths toward research leadership for minorities and women (Final Report for Contract No.      NIE-6-79-0052). East Lansing: Michigan State University, Institute for Research on Teaching (66 pages).
Porter, A. C. (1983). Case study of state policies and practices in Ohio that bear on elementary school mathematics instruction. Unpublished      manuscript (60 pages).
Porter, A. C. (1983, May). Comments on “A Nation at Risk.” Paper presented at the Conference on the Recommendations of the National      Commission on Excellence in Education, U.S. Department of Education and Michigan State University, East Lansing, MI.
Porter, A. C. (1983, December). The role of testing in effective schools. Invited paper at the National Forum on Excellence in Education,      Indianapolis, IN.
Porter, A. C. (1982). On making schools effective. Invited paper presented at the annual meeting of the American Educational Research      Association, New York, March.
Porter, A. C., & Kuhs, T. (1982). A district management by objectives system : Its message and its effects. Paper presented at the annual      meeting of the American Educational Research Association, New York, March.
Blumberg, C., & Porter, A. C. (1981). Models of continuous growth and their implications for the analysis of nonequivalent control group designs.      Paper presented at the annual meeting of the American Educational Research Association, Los Angeles, April.
Floden, R. E., & Porter, A. C. (1981, November). Some methodological considerations for investigating relationships among teacher behavior,      engaged learning time, and student achievement in follow through projects. Paper prepared for the National Institute of Education.
Rudman, H., Mehrens, W., Wanous, D., Porter, A. C., & Clark, C. (1981, November). Integrating assessment with instruction, 1978-1981: Final      report, Parts I and II. Washington, DC: National Institute of Education.
Freeman, D. J., Kuhs, T. M., Porter, A. C., Knappen, L. B., Floden, R. E., Schmidt, W. H., & Schwille, J. R. (1980). The fourth grade mathematics      curriculum as inferred from textbooks and tests. Research Series No. 82, East Lansing, MI: Michigan State University, Institute for Research      on Teaching.
Rudman, H., Kelly, J., Wanous, D., Mehrens, W., Clark, C., & Porter, A. (1980). Integrating assessment with instruction: A review (1922-1980).      Research Series No. 75, East Lansing, MI: Michigan State University, Institute for Research on Teaching.
Schwille, J., Porter, A., & Gant, M. (1980). Factors influencing teachers’ decisions of what to teach : Sociological perspectives. Research Series      No. 62, East Lansing, MI: Michigan State University, Institute for Research on Teaching.
Stallings, J., & Porter, A. C. (1980, April). National day care home study: Observation study (Final report for Contract No. HEW-105-77-1052).      Menlo Park, CA: SRI International.
Kuhs, T., Schmidt, W., Porter, A., Floden, R., Freeman, D., & Schwille, J. (1979, April). A taxonomy for classifying elementary school      mathematics content. Research Series No. 4, East Lansing, MI: Michigan State University, Institute for Research on Teaching.
Olejnik, S., & Porter, A. C. (1979). A longitudinal solution to the problem of differential linear growth patterns in quasi-experiments. Paper      presented at the annual meeting of the American Educational Research Association.
Porter, A. C. (1979). Remarks on some quantitative/qualitative distinctions in educational research. Paper presented at the meeting of the      Invisible College of the Institute for Research on Teaching, Michigan State University, East Lansing, MI.
Porter, A. C., Schwille, J. R., Floden, R. E., Freeman, D. J., Knappen, L. B., Kuhs, T. M., & Schmidt, W. H. (1979). Teacher autonomy and the      control of content taught. Research Series No. 24, East Lansing, MI: Michigan State University, Institute for Research on Teaching.
Olejnik, S. F., & Porter, A. C. (1978). Estimating treatment effects and precision for quasi-experiments assuming differential group and individual      growth patterns. Paper presented at the annual meeting of the American Educational Research Association, Toronto, Canada.
Porter, A. C. (1978). Precision for simple linear models. Invited paper presented at the annual meeting of the American Educational Research      Association, Toronto, Canada.
Porter, A. C. (1978, April). Relationship between testing and curriculum. Occasional Paper No. 9, East Lansing, MI: Michigan State University,      Institute for Research on Teaching.
Stallings, J., Wilcox, M., Gillis, G., Carew, J., & Porter, A. (1978, May). National day care home study Phase II, Pilot Study Report (Contract No.      HEW-105-77-1052). Menlo Park, CA: SRI International.
Glendening, L., K., & Porter, A. C. (1977). The aptitude-achievement distinction in test bias. In A. C. Porter & L. K. Glendening (Eds.), Bias in      achievement results: Should we worry? (unpublished book-length manuscript)
Porter, A. C. (1977, March). Some comments on the summative evaluation of compensatory education programs. Proceedings of the Fourth      Annual Conference and Exhibition on Measurement and Evaluation, Los Angeles County Board of Education, Los Angeles, 101-109.
Wilcox, M., Alford, S., Carew, J., Gillis, G., Porter, A., & Stallings, J. (1977, June). National day care home study Phase I, Pilot Study Report      (Contract No. HEW-105-77-1052). Prepared for the Day Care Services Division, Office of Child Development, U.S. Department of Health,      Education, and Welfare. Menlo Park, CA: SRI International.
Glendening, L., & Porter, A. C. (1976, October). The effects of correlated units of analysis: Violating the assumption of independence. Paper      presented at the annual meeting of the American Educational Research Association, and at the Conference on Methodology for Aggregating      Data in Educational Research, Stanford.
Schwille, J., & Porter, A. (1976). The use of fieldwork in educational evaluation : From the perspective of two nonanthropologists. Paper      presented at the annual meeting of the American Educational Research Association.
Porter, A. C., & McDaniels, G. L. (1974). A reassessment of the problems in estimating school effects. Paper presented at the annual meeting of      the American Educational Research Association.
Porter, A. C., & McSweeney, M. T. (1974). Comparison of three common experimental designs to improve statistical power when data violate      parametric assumptions. Paper presented at the annual meeting of the American Educational Research Association.
Pravalpruk, K., & Porter, A. C. (1974). The effects of multiple fallible covariables in analysis of covariance and two correction methods. Paper      presented at the annual meeting of the American Educational Research Association.
Thrash, S., & Porter, A. C. (1974). Invalidity of a current method for estimating reliability. Paper presented at the meeting of the National Council      on Measurement in Education.
Porter, A. C. (1973). Analysis strategies for some common evaluation paradigms. Paper presented at the annual meeting of the American      Educational Research Association.
Porter, A. C. (1973, November). An evaluation of the TABA and BASICS teaching strategies in the Lansing Public Schools, 1972-73. Final      Report, Account 14104, Michigan Department of Education.
McSweeney, M. T., & Porter, A. C. (1971). Small sample properties of nonparametric index of response and rank analysis of covariance. Paper      presented at the annual meeting of the American Educational Research Association.
Porter, A. C. (1971). How errors of measurement affect ANOVA, regression analyses, ANCOVA, and factor analyses. Paper presented at the      annual meeting of the American Educational Research Association.
Porter, A. C., & McSweeney, M. T. (1971). Comparison of rank analysis of covariance and non-parametric randomized blocks analysis. Paper      presented at the annual meeting of the American Educational Research Association.
Draper, J. F., & Porter, A. C. (1970). A test for a neglected source of variation: The individual difference by repeated measures of interaction.      Paper presented at the annual meeting of the American Educational Research Association.
Porter, A. C., & McSweeney, M. T. (1970). Randomized blocks design and nonparametric statistics. Paper presented at the annual meeting of the      American Educational Research Association.
Porter, A. C. (1969). Comments on some current strategies to evaluate the effectiveness of compensatory education programs. Paper      presented at the annual meeting of the American Psychological Association.
Porter, A. C. (1968). A study of the doctoral general professional education comprehension examination from the fall term of 1965 through the      summer term of 1968. Occasional Paper No. 3, East Lansing, MI: Michigan State University, Office of Research Consultation.
Porter, A. C. (1968). The effects of using fallible variables in the analysis of covariance. Paper presented at the annual meeting of the American      Educational Research Association (based on doctoral dissertation).
Porter, A. C., & Pingel, L. A. (1968). Main effects which are not directly testable in ANOVA. Paper presented at the annual meeting of the      American Educational Research Association.
Porter, A. C. (1967, May). A chi-square approach to discrimination among occupations, using an interest inventory. Technical Report No. 24,      Madison: University of Wisconsin, Wisconsin Research and Development Center for Cognitive Learning (based on Master’s thesis and also      presented at the 1966 annual meeting of the American Educational Research Association).

Membership in Professional Societies

American Educational Research Association
National Council on Educational Measurement
National Council of Teachers of Mathematics
Phi Delta Kappa (Life Member)