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Appendix E
Biographical Sketches
WILMER S. CODY is state superintendent of education for Louisiana, re-
sponsible for elementary and secondary education, postsecondary vocational-
technical schools, and state schools for handicapped youth. Previous as-
signments include teacher, principal, and three local school system super-
intendencies: Chapel Hill, North Carolina; Birmingham, Alabama; and
Montgomery County, Maryland. Additional assignments include the plan-
ning and establishment of the National Institute of Education and planning
a state-by-state comparison of student achievement for the Council of
Chief State School Officers. For four years he chaired the Assessment
Policy Committee of the National Assessment of Educational Progress. He
received an NB. from Harvard College in social relations, an Ed.M. degree
in teaching, and an Ed.D. degree in school administration from the Harvard
Graduate School of Education.
GLENN ~ CROSBY is professor of chemistry and chemical physics at
Washington State University. A member of several national committees
concerned with the status of education in the United States, he also serves
as a consultant to the American Chemical Society Committee on Education.
He has been honored both locally and nationally as a teacher and educator.
He is a recipient of the faculty excellence award at his home institution and
four national awards in chemical education. Internationally recognized for
his research contributions in the field of photophysics and photochemistry
of transition-metal complexes, he has lectured widely in the United States,
Germany, New Zealand, Australia, and Japan. He received a B.S. in
chemistry and mathematics from Waynesburg College and a Ph.D. from
the University of Washington. He was a postdoctoral fellow at Florida State
253
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254
APPENDIX E
University, a Fulbright fellow (1964) and a Humboldt awardee (1978-79) in
West Germany.
F. JOE CROSSWHITE is professor of mathematics and education at North-
ern Arizona University and professor emeritus of mathematics education
at the Ohio State University. He has served as president of the National
Council of Teachers of Mathematics, as chairman of the Conference Board
of the Mathematical Sciences, and as a member of the Mathematical Sci-
ences Education Board. His principal fields of interest are mathematics
teacher education and school mathematics curricula. He received a Ph.D.
in mathematics education from the Ohio State University.
HARRIET FISHLOW is coordinator of undergraduate enrollment plan-
ning in the University of California's university-wide administration. She
is the developer of the University of California's undergraduate enroll-
ment potential projection model and serves on the Teacher Supply and
Demand Steering Committee of the California Commission on Teacher
Credentialing. She received a B.S. degree in education from the Univer-
sity of Pennsylvania and M.N and Ph.D. degrees in demography from the
University of California, Berkeley.
DOROTHY M. GILFORD served as study director of the panel's work.
Formerly, she served as director of the National Center for Education
Statistics and as director of the mathematical sciences division of the Office
of Naval Research; currently she is director of the National Research
Council's Board on International Comparative Studies in Education. Her
interests are in reseach program administration, organization of statistical
systems, education administration, education statistics, and human resource
statistics. A fellow of the American Statistical Association, she has served as
vice president of the association and chairman of its committee on fellows.
She is a member of the International Statistics Institute. She received B.S.
and M.S. degrees in mathematics from the University of Washington.
F. THOMAS JUSTER (Chair) is a research scientist at the Institute for
Social Research and professor of economics at the University of Michigan.
He is currently a senior adviser for the Brookings Panel on Economic
Activity and chair of the American Economic Association Committee on
the Quality of Economic Statistics. He is a fellow of the American Statistical
Association. He received a B.S. degree from Rutgers University and a Ph.D.
degree in economics from Columbia University.
CHARLOl'lL; ~ KUH is executive director of the Graduate Record Ex-
aminations Program at the Educational Testing Service. A labor economist,
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BIOGRAPHICAL SKETCHES
255
she has held teaching positions at the Harvard Graduate School of Educa-
tion and at Stanford University. She also spent eight years as a manager
at AT&T. She received a B.N from Radcliffe College and a Ph.D. in
economics from Yale University. As a researcher, -she specializes in the
economics of higher education and on forecasting demand and supply for
highly trained personnel, especially those in science and engineering. In her
current position, she is interested in the appropriate use of standardized
tests in graduate admissions, in ways to increase minority participation in
graduate education, and in the challenges graduate education will face in
the 1990s.
EUGENE P. MCLOONE is professor of education in the Department of
Education Policy, Planning, and Administration of the College of Educa-
tion at the University of Maryland. He also is an associate professor of
economics at the university. His research interests are in school finance,
teacher retirement systems, education statistics, and information systems
for educational policy making. He directed a congressionally mandated
study for the National Center for Education Statistics and was associate
director of research for the National Education Association. He received
a Ph.D. in educational administration from the University of Illinois, with
subspecialties in public finance and mathematical statistics.
MICHAEL MCPHERSON is professor and chairman of the Economics
Department at Williams College. He has served as senior fellow at the
Brookings Institution and as a member of the Institute for Advanced
Study. McPherson is coeditor of the journal Economics and Philosophy and
a contributing editor of Change magazine. He writes on ethics and on the
economics of higher education. He received NB., NM., and Ph.D. degrees
from the University of Chicago.
RICHARD J. MURNANE is professor of education at the Graduate
School of Education, Harvard University. He recently chaired the National
Research Council's Committee on Indicators of Precollege Science and
Mathematics Education and coedited (with Senta Raizen) the Committee's
report entitled Improving Indicators of the Stalin of Science and Mathe-
matics Education in Grades K-12. His recent research has concerned the
operation of teacher labor markets and the connections between education
and the productivity of the work force.
INGRAM OLKIN is professor of statistics and education at Stanford
University, where he has served on the faculty since 1961. He received
undergraduate training at the City College of New York, a master's degree
in mathematical statistics from Columbia University, and a doctorate degree
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256
APPENDIX E
in mathematical statistics from the University of North Carolina. He is a
fellow of the Institute of Mathematical Statistics, the American Statistical
Association, the Royal Statistical Society, and the International Statistical
Institute. His research interests are in multivariate analysis and models in
the behavioral, social, and educational sciences. He has served as president
of the Institute of Mathematical Statistics, has served on editorial boards
for numerous journals, and has served on many government panels.
JOHN J. STIGLMEIER is director of the Information Center on Education
in the New York State Education Department. In that position, he is
responsible for the development of educational information systems as well
as the analysis, interpretation, and dissemination of data relating to the
state's educational enterprise. He participates actively in the Council of
Chief State School Officers' Committee on Evaluation and Information
Systems. Recently, he conducted a month-long seminar on educational
statistics in the People's Republic of China. He received a B.S. in biology
from Siena College, an M.S. in reading education from the State University
of New York, Albany, and a Ph.D. in educational psychology from Forham
University.
ELLEN TENENBAUM, a public policy and survey research analyst, served
as consultant to the panel. Her work at the National Research Council
since 1981 has spanned studies concerning education and minerals statistics
and energy and natural resources policy. She has a master's degree in
public policy from the University of California at Berkeley.
Representative terms from entire chapter:
mathematics education
