Stephen E. Abbott

Stephen E. Abbott
Lisa Guisbond
Jack Levy
Deborah Newby
Meg Sommerfeld
Bridget Thomas

Education Writers Association staff
Data Quality Campaign staff
Pam Fisher
Mary Hastings
Mark Kostin
Kenneth Templeton
Kenneth Terrell

Editorial Interns
Andrea Levinsky (Summer 2012)

The Glossary of Education Reform is generously supported by the Nellie Mae Education Foundation, and was created in partnership with the Education Writers Association. All entries on data-related terms, concepts, and reform strategies were created in collaboration with Quality Information Partners and the Data Quality Campaign.


Stephen E. Abbott is the editor of The Glossary of Education Reform, the director of public engagement for the Great Schools Partnership and the New England Secondary School Consortium, and the assistant director of the Maine Writers & Publishers Alliance. He has worked as a writer, editor, and communications professional for more than a decade, and he is a frequent consultant and speaker on strategic communications and community engagement for educational organizations and schools. He is also the author or coauthor of several resources for educators, including First Response, Global Best Practices, Harnessing Teacher Knowledge, and Ninth Grade Counts. Stephen formerly worked for Columbia University Press and has a bachelor’s degree from Sarah Lawrence College.

Lisa Guisbond is an assessment reform analyst at the National Center for Fair and Open Testing (FairTest) in Cambridge, Massachusetts. After many years as a writer and editor, Lisa became interested in education policy as a public-school parent with an interest in special education. She is also vice president of Citizens for Public Schools, and her writing on education and assessment has appeared in a wide range of publications, including Education Week, Washington Post, Atlanta Journal Constitution, USA Today, and The New York Times. She also served on the MCAS and Assessment Subcommittee of Massachusetts Governor Deval Patrick’s Readiness Project.

Jack Levy is a professor in the Department of Curriculum and Instruction at the University of Massachusetts Boston and professor emeritus of multicultural and international teacher education at George Mason University. He received a bachelor’s degree from Queens College, a master’s degree from Adelphi University, and a doctorate in curriculum and instruction from the University of Southern California. Dr. Levy has also served as a high school Spanish teacher, an assistant principal in Oregon, a professor in New Mexico, a program officer in the U.S. Department of Education, and the director of the National Clearinghouse for English Language Acquisition at George Washington University. He is the co-editor of Do You Know What You Look Like?: Interpersonal Relationships in Education and The SAGE Handbook of Research in International Education. He is currently co-editor of the Journal of Research in International Education. Dr. Levy has written a number of articles and book chapters on interpersonal teacher behavior and multicultural teacher education, and he is frequent presenter at conferences on intercultural and international education.

Deborah Newby is a senior education analyst with Quality Information Partners, Inc. (QIP). Deborah has over 30 years of experience working in education communications, research, and data management positions. Most recently, she served as deputy director for the Performance Information Management Service at the U.S. Department of Education and project director for education data initiatives at the Council of Chief State School Officers. In these positions, she worked closely with state education agencies and federal education program offices to define the data needed for research, accountability, and program management purposes.

Meg Sommerfeld is a freelance journalist, editor, and consultant who has been writing about education issues for more than twenty years. She began her career as a staff writer at Education Week, where she also contributed to Teacher magazine and Quality Counts, a comprehensive annual report on the condition of public education in the fifty states. She has also served as an assistant editor at The Chronicle of Philanthropy, where she covered fundraising, the arts, community service, and education. Her work has been published in The School Administrator, Harvard Education Letter, Harvard Kennedy School Magazine, and Ed, among other publications. She has also contributed chapters and articles to three books: From Risk to Renewal: Charting a Course for Reform, Classroom Crusaders, and Thoughtful Teachers, Thoughtful Schools. Meg holds a bachelor’s degree in history from Dartmouth College, and a master’s degree in public policy from the John F. Kennedy School of Government.

Bridget Thomas is a senior education researcher with Quality Information Partners, Inc. (QIP). Her expertise includes education policy, early childhood education, research methods, and teacher evaluation. Currently, she serves as a researcher, writer, analyst, and editor on contracts for the U.S. Department of Education, state educational associations, and foundations. A versatile educator, she is an Adjunct Professor at George Mason University and also works with a range of stakeholders including educators, policymakers, academics, data experts, and students.