Ph.D., University of Chicago (1997), Department of Education; Measurement, Evaluation, and Statistical Analysis (MESA) Program
B.A., University of Cincinnati (1987), Psychology
Scholarly Interests and Current Research
Trained as a quantitative methodologist at the University of Chicago, Dr. Borman (Ph.D., 1997) is a Professor of Education at the University of Wisconsin-Madison, the Deputy Director of the University of Wisconsin’s Predoctoral Interdisciplinary Research Training Program, a Senior Researcher with the Consortium for Policy Research in Education, and the lead analyst for the Center for Data-Driven Reform in Education at Johns Hopkins University. Professor Borman’s main substantive research interests revolve around social stratification and the ways in which educational policies and practices can help address and overcome inequality. His primary methodological interests include the synthesis of research evidence, the design of quasi-experimental and experimental studies of educational innovations, and the specification of school-effects models.
Over the past seven years, Borman has led or co-directed seven major randomized controlled trials of education interventions. He has conducted three recent research syntheses, including a meta-analysis of the achievement effects of 29 nationally disseminated comprehensive school reform models. Finally, other ongoing projects reveal the consequences of attending high-poverty schools and living in high-poverty neighborhoods and uncover some of the mechanisms through which social-context effects may be manifested.
Professor Borman has been appointed as a methodological expert to advise the National Research Center on the Gifted and Talented, three of the nation’s regional educational laboratories funded by the Institute of Education Sciences, the National Center for Comprehensive School Reform and Improvement, and several other national research and development projects. He is a Principal Standing Panel Member of the Education Systems and Broad Reform Research Review Panel of the U.S. Department of Education, Institute of Education Sciences and was recently named to the 15-member Urban Education Research Task Force established to advise the U.S. Department of Education on issues affecting urban education. Dr. Borman was the recipient of a 2002 National Academy of Education/ Spencer Postdoctoral Fellowship Award, the 2004 Raymond Cattell Early Career Award from the American Educational Research Association, and the 2004 American Educational Research Association Review of Research Award.
Borman, G.D., & Grigg, J.A. (forthcoming). The visual and narrative interpretation of research syntheses. In H. Cooper, L. Hedges, & J. Valentine (Eds.) The handbook of research synthesis (2nd ed.). New York: Russell Sage Foundation.
Borman, G.D., Slavin, R.E., Cheung, A., Chamberlain, A., Madden, N., & Chambers, B. (in press). Final reading outcomes of the national randomized field trial of Success for All. American Educational Research Journal.
Cooper, H., Borman, G., & Fairchild, R. (forthcoming). School calendars and academic achievement. In J. Meece & J. Eccles (Eds.), Handbook of research on schools, schooling, and human development. Mahwah, NJ: Erlbaum.
Borman, G.D., & Dowling, N.M. (2006). The longitudinal achievement effects of multi- year summer school: Evidence from the Teach Baltimore randomized field trial. Educational Evaluation and Policy Analysis, 28, 25-48.
Borman, G.D. (2005). National efforts to bring reform to scale in high-poverty schools: Outcomes and implications. In L. Parker (Ed.), Review of Research in Education, 29 (pp. 1-28). Washington, DC: American Educational Research Association.
Borman, G.D., Benson, J., & Overman, L.T. (2005). Families, schools, and summer learning. Elementary School Journal, 106, 131-150.
Borman, G.D., & Kimball, S. (2005). Teacher quality and educational equality: Do teachers with higher standards-based evaluation ratings close student achievement gaps? Elementary School Journal, 106, 3-20.
Borman, G.D., Slavin, R.E., Cheung, A., Chamberlain, A., Madden, N., & Chambers, B. (2005). The national randomized field trial of Success for All: Second-year outcomes. American Educational Research Journal, 42, 673-696.
Borman, G.D., Slavin, R.E., Cheung, A., Chamberlain, A.M., Madden, N.A., & Chambers, B. (2005). Success for All: First-year results from the national randomized field trial. Educational Evaluation and Policy Analysis, 27, 1-22.
Kimball, S., White, B., Milanowski, A., & Borman, G.D. (2004). Examining the relationship between teacher evaluation and student assessment results in Washoe County. Peabody Journal of Education, 79(4), 54-78.
Odden, A., Borman, G.D., & Fermanich, M. (2004). A framework for assessing teacher, classroom, and school effects, including fiscal effects. Peabody Journal of Education, 79(4), 4-32.
Borman, G.D., Slavin, R.E., Cheung, A., Chamberlain, A., Madden, N., & Chambers, B. (in press). Success for All: First-year results from the national randomized field trial. Educational Evaluation and Policy Analysis.
Borman, G.D., & Boulay, M. (Eds.) (2004). Summer learning: Research, policies, and programs. Mahwah, NJ: Erlbaum.
Borman, G.D., & Overman, L.T. (2004). Academic resilience in mathematics among poor and minority students. Elementary School Journal, 104, 177-195.
Borman, G.D. (2003). Experiments for educational evaluation and improvement. Peabody Journal of Education, 77(4), 7-27.
Borman, G.D., & Hewes, G. (2003). The long-term effects and cost-effectiveness of Success for All. Educational Evaluation and Policy Analysis, 24, 243-266.
Borman, G.D., Hewes, G.M., Overman, L.T., & Brown, S. (2003). Comprehensive school reform and achievement: A meta-analysis. Review of Educational Research, 73, 125-230.
Datnow, A., Borman, G.D., Stringfield, S., Overman, L.T., & Castellano, M. (2003). Comprehensive school reform in culturally and linguistically diverse contexts: Implementation and outcomes from a four-year study. Educational Evaluation and Policy Analysis, 25, 143-170.
Borman, G.D. (2002/2003). How can Title I improve achievement? Educational Leadership, 60(4), 49-53.
Borman, G.D. (2002). Title I: The evolution and effectiveness of compensatory education. In S. Stringfield & D. Land (Eds.), Educating at-risk students. The one hundred-first yearbook of the National Society for the Study of Education (pp. 231-246). Chicago: University of Chicago Press.
Borman, G.D. (2001). Summers are for learning. Principal, 80(3), 26-29.
Borman, G.D., Stringfield, S.C., & Slavin, R.E. (Eds.) (2001). Title I: Compensatory education at the crossroads. Mahwah, NJ: Erlbaum.
Borman, G.D. (2000). Title I: The evolving research base. Journal of Education for Students Placed At Risk, 5, 27-45.
Datnow, A., Borman, G.D., & Stringfield, S. (2000). School reform through a highly specified curriculum: The implementation and effects of the Core Knowledge Sequence. Elementary School Journal, 101, 167-191.
Borman, G.D., & Rachuba, L.T. (1999). Qualifications and professional growth opportunities of teachers in high- and low-poverty elementary schools. Journal of Negro Education, 68, 366-381.
Borman, G.D., D’Agostino, J.V., Wong, K.K., & Hedges, L.V. (1998). The longitudinal achievement of Chapter 1 students: Preliminary evidence from the Prospects study. Journal of Education for Students Placed At Risk, 3, 363-399.
D’Agostino, J.V., Borman, G.D., Hedges, L.V., & Wong, K.K. (1998). Longitudinal achievement and Chapter 1 coordination in high-poverty schools: A multilevel analysis of the Prospects data. Journal of Education for Students Placed At Ris
Phone: (608) 275-1090
Current ProjectsInterdisciplinary Training Program for Predoctoral Research in the Education Sciences
Completed ProjectsConsortium for Policy Research in Education (CPRE)
School and Neighborhood Context and School-Year and Summer Achievement
Interdisciplinary Training Program for Predoctoral Research in the Education Sciences
System-Wide Change: An Experimental Study of Teacher Development and Student Achievement in Elementary Science
Scaling Up Social-Psychological Interventions to Combat Stereotype Threat and Narrow Achievement Gaps: Enduring Impacts