Professors Carola Suárez-Orozco and Joan Herman of the UCLA Graduate School of Education and Information Studies have been elected to the National Academy of Education, which advances high quality education research and its use in policy formation and practice. They are among just 11 new members elected nationwide.
“For the second year in a row, UCLA Ed&IS leads the world in faculty elected to the world’s premier education Academy — with two of 11 scholars selected,“ said Marcelo Suárez-Orozco, Wasserman Dean of UCLA’s Graduate School of Education and Information Studies. “The election of Joan Herman and Carola Suárez-Orozco, two giants in their respective fields, is yet another reminder of our standing in the world of education research and practice. The entire UCLA Ed&IS community salutes our colleagues in this authentic honorific recognition of their work. Brava, Brava!”
Carola Suárez-Orozco is a professor of human development and psychology and co-director of the Institute for Immigration, Globalization, and Education. A prolific writer, she has examined numerous areas related to immigration, including cultural psychology, immigrant families and youth, academic trajectories of engagement and performance among immigrant adolescents and the role of the “social mirror” in identity formation. Among her many publications are the books "Transitions: The Development of Children and Immigrants” (co-edited with M. M. Abo-Zena and A. K. Marks, NYU Press, 2015), and “Children of Immigration (co-edited with Marcelo Suárez-Orozco, Harvard University Press, 2001).
She is the recipient of numerous honors, including an American Psychological Association Presidential citation for her seminal work on the cultural psychology of immigration and induction into the New York Academy of Sciences in 2007. She currently serves as editor of the Journal of Adolescent Research and is a senior program associate of the William T. Grant Foundation.
Herman is a senior research scientist and co-director emerita of the National Center for Research in Evaluation, Standards, and Student Testing at UCLA. A prolific scholar on the effects of testing on schools and the design of assessment systems to support school planning and instructional improvement, her most recent work focuses on the validity, utility and effects of teachers’ formative assessment practices and the assessment of deeper learning.
Herman’s extensive publications include two books widely used as resources in schools nationally: “Turn-around Toolkit” (with L. Winters. Corwin Press, 2011) and “A Practical Guide to Alternative Assessment” (with P. Aschbacher and L. Winters, Association for Supervision and Curriculum Development, 2004). A former teacher and school board member, she is a frequent speaker to policy audiences on evaluation and assessment topics and a regular contributor at the National Academies of Science, Engineering and Medicine.
This story has been adapted from the complete story published by Ampersand, the Graduate School of Education’s online news magazine.
