DLLP - Key Persons

Job Titles:

• Principal Investigator
• Professor of Education in the Human Development and Psychology Division of the Department of Education

Alison Bailey is a Professor of Education in the Human Development and Psychology Division of the Department of Education at UCLA. A graduate of Harvard University, Dr. Bailey's research interests include children's first and second language acquisition, early literacy development, and academic language pedagogy and assessment practices. She has published widely in these areas, most recently in Bilingual Research Journal and Language Testing, and forthcoming in Educational Policy and First Language. Dr. Bailey serves on the English language proficiency assessment technical advisory boards of the California Department of Education, the World-Class Instructional Design and Assessment (WIDA) Consortium, and commercial test publishers. Dr. Bailey is also a Faculty Research Partner and former Project Director for Assessing English Language Proficiency at the National Center for Research on Evaluation, Standards, and Student Testing (CRESST).

Job Titles:

• Graduate Student Researcher

Anne Blackstock-Bernstein is a doctoral candidate in Human Development and Psychology at the UCLA Graduate School of Education and Information Studies. Her research interests include language assessment, language and literacy development during early childhood, and instructional strategies for supporting dual language learners. She received her MA in Education (Human Development and Psychology) from UCLA. Prior to coming to UCLA, Anne worked in preschool classrooms in Massachusetts and as a research assistant at Weill Cornell Medical College in New York City.

Job Titles:

• Research & Technology Consultant
• Research Associate at the National Center for Research

Barbara Jones is a Research Associate at the National Center for Research on Evaluation, Standards and Student Testing at UCLA (CRESST) where she explores best instructional and assessment practices for English Language Learners (ELs) and monolingual English speakers. Jones' current team-based projects include: creating a teacher evaluation system with on-line professional development (PD) for Nevada; developing PD materials for WIDA on the use of formative assessment and language learning progressions to inform teaching and learning in language development; resource development for the Center on Standards and Assessment Implementation (CSAI) to support instructional planning from College and Career Ready Standards; and assessment literacy evaluation and PD creation for Colorado. Jones received her Bachelor's degree from UC Berkeley and her Masters degree from UCLA in American Indian Studies. Her current interests include researching best practices in culturally relevant, contemporary American Indian Education. Previous to her ten years of work at CRESST, Jones was a consultant at the Los Angeles County Office of Education where she co-created a professional development program for teachers in writing instruction based on functional linguistics and taught 1st grade ELs in downtown Los Angeles.

Job Titles:

• Assistant Professor in Human Development at California State University

Kimberly Reynolds Kelly is Assistant Professor in Human Development at California State University, Long Beach. A former postdoctoral fellow, she is now affiliated faculty on the Dynamic Language Learning Progressions project at UCLA in conjunction with the WIDA ASSETS consortium. Dr. Reynolds Kelly's research interests explore the socioemotional influences on child linguistic and cognitive development, parent-child interactions during narrative conversations, relations between students' spoken and written language, and language assessment. As a former National Institute of Mental Health predoctoral fellow, Dr. Reynolds Kelly has presented her research at numerous national and international conferences, and she has work published in First Language and Educational Policy and forthcoming in Merrill-Palmer Quarterly.

Job Titles:

• Co - Investigator
• Senior Scientist at WestEd

Margaret Heritage is a Senior Scientist at WestEd. She also leads the data use program of the Assessment and Accountability Comprehensive Center. Her current work focuses on two main areas: data use, particularly formative assessment and on the development and assessment of academic language for English Learners. She has published extensively and made numerous presentations on data use and formative assessment all over the United States and in Europe, Australia and Asia. Prior to joining WestEd, she was Assistant Director for Professional Development at the National Center for Research on Evaluation, Standards and Student Testing (CRESST) at UCLA. Prior to joining CRESST, she had many years experience in schools in the U.K and the U.S., including a period as a County Inspector of Education in the U.K., and as Principal of the University Elementary School, the laboratory school of the Graduate School of Education and Information Studies at UCLA. Heritage was also member of the faculty in the Department of Education at the University of Warwick, England, and in the U.S. has taught courses in the Departments of Education at UCLA and at Stanford University. Her most recent publications include a co-authored paper, published in Education Measurement: Issues and Practice, on teachers use of formative assessment evidence (2009), a contribution on student self-assessment to a special issue of the National Middle School Association Journal (2009), a paper co-authored with W.J. Popham on professional development for formative assessment use, published by the Educational Testing Service (2008), and a co-authored a book with Alison Bailey, Formative Assessment for Literacy and Academic Language, published in 2008. Her latest book, Formative Assessment: Making It Happen in the Classroom (2010), is published by Corwin Press.

Job Titles:

• Postdoctoral Fellow
• Research Associate at the National Center for Research

Sandy Chang is a research associate at the National Center for Research on Evaluation, Standards, & Student Testing (CRESST). She earned her Ph.D. in Human Development and Psychology from the University of California, Los Angeles and her Ed.M. in Language and Literacy from the Harvard Graduate School of Education. Her research interests include academic language, reading comprehension, and language and literacy development, particularly with English language learners. Sandy is a National Board Certified Teacher in Literacy, and prior to joining CRESST, she was a K-8 classroom teacher and reading specialist.