The National Academy of Education has elected 19 distinguished education scholars and leaders to its membership, recognizing their significant contributions to education research and policy.
Alfredo J. Artiles, president of the National Academy of Education said: “We welcome this outstanding group of scholars and leaders to the National Academy of Education at a critical moment in the history of our nation — one that demands a renewed commitment to the generation and use of scientific evidence in informing the field’s knowledge base, as well as policies and practices of educational systems.”
Of the 19 new members of the National Academy of Education, it appears that seven are African Americans:
Peggy Carr is the former commissioner of the National Center for Educational Statistics. Prior to NCES, Dr. Carr served as the chief statistician for the Office for Civil Rights at the U.S. Department of Education. She received a bachelor’s degree in psychology from North Carolina Central University in Durham, North Carolina, with a concentration in statistics. Dr. Carr earned a master’s degree and a Ph.D. in developmental psychology from Howard University in Washington, D.C.
Tabbye M. Chavous is the executive director of the American Educational Research Association. She is a professor of education and psychology at the University of Michigan in Ann Arbor. An academic and administrative leader at the university for more than 25 years, she served as vice provost for equity and inclusion and chief diversity officer. Earlier in her tenure, she was co-director of the Center for the Study of Black Youth in Context at the university. Dr. Chavous holds a bachelor’s degree and a Ph.D. in community psychology from the University of Virginia.
Patricia Edwards is a professor in the department of teacher education at Michigan State University. Dr. Edwards is nationally and internationally recognized for her groundbreaking work on parent involvement, family–school–community partnerships, multicultural literacy, early literacy, and family and intergenerational literacy — particularly among historically marginalized, low-income, and minoritized children and families. She is the author or editor of several books, including
Danny Bernard Martin is a professor in the department of curriculum and instruction and the department of mathematics, statistics, and computer science at the University of Illinois Chicago. Before joining UIC, he served as an instructor and professor in the department of mathematics at Contra Costa College in California for 14 years, including a three-year term as department chair. Professor Martin is the author of the book Mathematics Success and Failure Among African Youth (Routledge, 2006). Dr. Martin is a graduate of Carroll College in Wisconsin, where he majored in mathematics and physics. He holds a master’s degree in mathematics and a Ph.D. in mathematics education from the University of California, Berkeley.
James L. Moore III is a Distinguished Professor of Urban Education in the College of Education and Human Ecology at Ohio State University. An Ohio State faculty member for over two decades, Dr. Moore is currently on loan to the U. S. National Science Foundation, serving as the assistant director for its Directorate of STEM Education. Prior to this appointment, he was the vice provost for diversity and inclusion, chief diversity officer and executive director of the university’s Todd Anthony Bell National Resource Center on the African American Male. An HBCU graduate and former full scholarship student athlete, Dr. Moore earned his bachelor’s degree in English education from Delaware State University. He received both his master’s degree and Ph.D. in counselor education from Virginia Polytechnic Institute and State University.
Carla O’Connor is the Arthur F. Thurnau Professor in the Marsal Family School of Education at the University of Michigan. She also serves as the director of the University of Michigan Wolverine Pathways, a free year-round program that partners with the families, schools, and communities of Detroit, Ypsilanti, and Southfield to support academic success, college admission, and career exploration. Professor O’Connor is co-editor of the book Beyond Acting White: Reframing the Debate on Black Student Achievement (Rowman & Littlefield Publishers, 2006). Dr. O’Connor is a graduate of Wesleyan University in Middletown, Connecticut, where she majored in English. She holds a master’s degree and a Ph.D. in education from the University of Chicago.
Nicole Patton Terry is the Olive & Manuel Bordas Professor in the School of Teacher Education and director of the Florida Center for Reading Research at Florida State University. Dr. Terry’s research, innovation, and engagement activities concern young learners who are vulnerable to experiencing difficulty with language and literacy achievement in school. She currently serves as president of the Society for the Scientific Study of Reading. Dr. Terry earned a bachelor’s degree, a master’s degree, and a Ph.D. from Northwestern University’s School of Communication Sciences and Disorders, with a specialization in learning disabilities.
