Key Staff
Laura Goe, Ph.D.
Dr. Laura Goe is a research scientist in the Teaching and Learning Research Center at ETS in Princeton, New Jersey. She holds a doctorate from the University of California—Berkeley in policy, organizations, measurement, and evaluation; a master's degree from the University of Memphis in education leadership and policy, and a bachelor's degree from the University of California—San Diego with a multidisciplinary major—language and learning theory in social context. While at Berkeley, Dr. Goe was the research director for the Bay Area Consortium for Urban Education, where she worked with representatives from seven school districts, seven colleges and universities, and two community colleges in an effort to improve teacher recruitment, preparation, and retention in the Bay Area. She also worked extensively on issues of teacher credentialing and distribution in California. In addition, she participated in a number of research efforts at Berkeley related to assessment, accountability, school finance, and standards setting. Prior to attending Berkeley, Dr. Goe was a seventh-grade language arts teacher in the Memphis, Tennessee, public school system where she taught in an inner-city school in North Memphis. She also taught seventh- and eighth-grade special education in a rural school in Tunica, Mississippi.Currently, Dr. Goe is a Principal Investigator for Research and Dissemination for the National Comprehensive Center for Teacher Quality. On July 1, 2006, she began a three-year tenure as a coeditor of the American Educational Research Association journal Educational Evaluation and Policy Analysis. In addition, she directs a project for the Institute of Education Sciences (IES) focused on assessing the preparation of teacher candidates to teach reading in elementary classrooms. At ETS, she is involved in a number of projects focused on policy analysis and research related to the distribution of teacher qualifications and characteristics in schools and classrooms; measuring teacher quality; value-added modeling; teacher preparation and induction; teacher compensation; professional development; formative assessment; issues of teacher supply and retention in rural and Native American schools; resource allocation in schools and districts; and assessing school culture.
Dr. Goe focuses on mixed-methods research and is knowledgeable about research design and the collection and analysis of both qualitative and quantitative data. She has worked extensively on the development of qualitative instruments, such as interview protocols, surveys, and observation protocols, and has observed hundreds of teachers in eight states for various projects. She also has extensive experience in designing and building quantitative databases and conducting statistical analyses using large state databases as well as national databases, such as the National Assessment of Educational Progress and the Schools and Staffing Survey.
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