Staff List: EPIC

Dr. Sheila Schultz has over 20 years experience conducting assessment, evaluation, and personnel research. Her work covers a wide range of settings including education, public organizations, and the military. She has conducted program evaluations to assess the impact of efforts to improve policies, measure the quality of services and their delivery, and guide the formulation of policies and procedures. Additionally, she has consulted on a variety of implementation issues related to both education and personnel systems. Dr. Schultz has conducted extensive job and task analyses; developed performance assessments and evaluation systems; developed competency models and competency-based assessments; and conducted content and criterion-related validation studies. She has developed a variety of assessment tools including knowledge tests, written analysis tests, situational judgment tests, interviews, and assessment center exercises (e.g., role play exercises, in-basket simulations). Dr. Schultz has a master's degree in Industrial-Organizational Psychology from George Mason University and a doctoral degree in Educational Research and Evaluation from Virginia Polytechnic Institute and State University.

Dr. Hilary Campbell contributes to a variety of educational research projects and has a particular interest in studying special populations. Dr. Campbell has managed and formatted data files and conducted quantitative analyses for a variety of efforts, including the California High School Exit Examination and an empirical investigation of the impact of the No Child Left Behind Act conducted on behalf of the Center on Education Policy. She was also part of the HumRRO Quality Assurance team for the National Assessment of Educational Progress; in this capacity, she observed various aspects of the NAEP testing and development process and directed or contributed to numerous Special Studies, including a review of state inclusion rates and a study of the impact of Expert Scored Papers. Dr. Campbell has conducted semi-structured interviews at site visits with a variety of educators, from teachers to state Department of Education personnel, to study the impact of large-scale assessments. She also led content experts reviewing the alignment of the California Alternate Performance Assessment. Prior to working at HumRRO, Dr. Campbell conducted research in post-secondary education at James Madison University's Center for Assessment and Research Studies in such areas as writing objectives, instrument selection and development, data analysis, and implementing results. Dr. Campbell obtained her Ph.D. in Assessment and Measurement and her M.A. in School Psychology from James Madison University.

Dr. Lauress Wise has over 30 years experience in educational research and continues extensive work on educational policy and assessment issues. In addition to directing the an evaluation of California's High School Exit Exam for the past 8 years, Dr. Wise directs HumRRO's quality assurance project for NAEP. Dr. Wise has served on several National Research Council committees, chairing the Committees on Scientific Research in Education, the Evaluation of the National Voluntary Tests and also the Board on Testing and Assessment. He was recently named co-chair for the committee that will be revising the AERA/APA/NCME Test Standards.

Ms. Hardoin is a Senior Scientist who specializes in the development of educational and professional licensing examinations. She received an M.A. in Education from Chapman University and a B.A. in Molecular Biology from the University of California at Berkeley. She has over 21 years of experience developing multiple-choice exams and performance assessments. She also has considerable experience developing job analysis instruments and test specifications; training Subject Matter Experts (SMEs) in item development, pilot testing, and test administration; and participating on research teams in standard setting. Ms. Hardoin led the development of the most recent set of new forms for the California Supplemental Licensing Examination (CSE) for architects, an oral exam; she also conducts training of architects who administer the exam and monitors their scoring performance. Ms. Hardoin also worked with architects to develop the content of the web-based survey for the occupational analysis for the California Architects Board (CAB). Additionally she applies her testing and education background to other licensing or educational research projects, such as CAB’s Competency-Based Intern Development Program and HumRRO’s evaluation of the California High School Exit Examination (CAHSEE).

Dr. D. E. (Sunny) Becker has conducted evaluation, personnel, survey, and experimental research in a wide range of settings including education and the military. Dr. Becker specializes in quantitative analysis and database management using a variety of statistical and data collection techniques. She has extensive experience in software development and the management of software development projects. She has prepared numerous written reports and presentations of research studies ranging from evaluations of student performance on standardized examinations to experiments testing the comparative performance of night vision goggles (NVGs) in applied settings. She has consulted on the research design and statistical analysis of many projects and was recruited to a six-member team tasked with assessing the efficacy of the American Psychological Association's Research Office. She is coauthor of a book chapter that describes a model for evaluating specialized educational programs. Dr. Becker holds an A.S. in Computer Science from Coleman College, a B.S. in Information Systems from San Diego State University, and an M.A. and Ph.D. in Experimental Psychology (with an emphasis in Quantitative Methods) from the Johns Hopkins University.

Ms. Fry is a Senior Staff Scientist with over 20 years experience in the credentialing field as project manager, editor, and technical writer for a variety of national and statewide licensure and educational assessment programs. She received her degree in Cultural Anthropology from Stanislaus State University. Ms. Fry is experienced in all aspects of the design and development of legally-defensible high-stakes examinations from job analyses through scoring and reporting. She has developed assessments in a variety of formats, which include multiple-choice, oral, performance-based, and portfolio-based assessments. She directs and facilitates exam development and grading with subject matter experts, including item review workshops, pilot tests, team leader workshops, grading sessions, and appeals grading sessions. She also interprets item statistics and helps facilitate standard setting sessions. She has experience in data collection, interviewing, programming, quality assurance, and database management. Ms. Fry also has many years of experience in the layout and design of examinations, ancillary materials, and reports. Ms. Fry’s licensure projects have included: California Architects Board Supplemental Examination (project director), California Professional Land Surveyor Examination (project director), California Geotechnical Engineer Examination (project director), California Special Civil Engineer Examination (project director), California Structural Engineer Examination.

Mr. Wade Buckland analyzes and evaluates policies and programs to measure effectiveness, monitor intended and unintended consequences, determine best practices, and make recommendations for improvement. While Mr. Buckland’s work in program and policy evaluation has covered a variety of education topics, his focus has been on the impact of programs and assessments on underserved students at the state and district levels. He has worked on alignment studies of alternate assessments, directed survey projects for large urban school districts, conducted focus groups with special education coordinators, analyzed data for behavioral intervention projects, and taught and tutored students with learning disabilities. He earned a master's degree from the University of Virginia in Special Education and the University of Pittsburgh in Research Methodology.

Thisie Schisler-Do is a Research Associate in HumRRO's Educational Policy Impact Center. Her projects include working on an external evaluation of the California High School Exit Examination for the California Department of Education, and evaluating the quality assurance processes of the National Assessment of Educational Progress for National Center for Education Statistics. She has four years of experience, researching topics in the fields of education, sociology, and psychology. Mrs. Schisler-Do is proficient in both quantitative and qualitative analysis, and her experiences include conducting interviews and focus groups, survey design, primary and secondary data analyses (descriptives, general linear modeling, hierarchical linear modeling, structural equation modeling), coding, and program evaluation. Mrs. Schisler-Do obtained a Master of Science in Educational Policy from the University of Rochester and a Bachelor of Science in International Studies with a minor in Economics from the Rochester Institute of Technology.

Dr. Carrie Wiley began work at HumRRO in August, 2011. She is working in the Educational Policy Impact Center under Dr. Sheila Schultz. She has extensive experience in classroom observations, classroom assessment, and data management. Her main research interests widely vary, but includes educational policy, classroom assessment and observation, and research methodology. Carrie received a M.A. and Ph.D. in educational psychology from the University of Arizona and a B.A. in psychology from the University of Central Florida.