Institutional Structure & Capacity

CEDR is a unit of the University of Washington Bothell and is directed by Dr. Dan Goldhaber. Goldhaber is responsible for developing plans and strategies to achieve CEDR’s mission and securing resources for its operations. Budget, fiscal controls, and the appointment of employees are consistent with University of Washington policies. The University of Washington, the state's flagship research university, annually rates among the best public universities in the United States. The infrastructure at the University of Washington and the supports offered to faculty and students are representative of this type of world-class university.

Goldhaber has an extensive record of carrying out high-quality, policy-relevant studies focusing on issues of educational productivity and reform at the K-12 level, and the links between K-12 and higher education. Goldhaber is joined by several Affiliate Researchers – Jerald Herting (University of Washington), John Krieg (Western Washington University), Lesley Lavery (Macalester College), Mark Long (University of Washington), Mike Puma (Chesapeake Research Associates)—as well as a team of graduate research assistants. CEDR’s research team has a long, demonstrated track record of conducting high-quality, policy-relevant education research on a variety of education topics which range from studying the broad array of human capital policies that influence the composition, distribution, and quality of teachers in the workforce, to assessing the implications of targeted school interventions and the various accountability policies under the federal No Child Left Behind Act (NCLB), to the implications of charter schools and vouchers. Collectively the CEDR research team brings a wide range of disciplinary and analytic approaches to problems, including quantitative experimental and quasi-experimental methods as well as qualitative case study approaches. The diverse approaches allow CEDR to investigate issues from many different angles, digging deep into the reasons a particular educational intervention appears effective or ineffective in changing the lives of students.

The maintenance of, access to, and familiarity with large-scale databases are major CEDR resources. All too often information is collected simply for compliance or pay purposes, but school, teacher, and student data represent an underutilized source of information that can be used to evaluate policies and practices, empirically answer questions about the value of investments, and translate research findings into action and reform that improve the lives of youth.