Contact Us
Donate Now

Executive Committee

Executive Committee

The Executive Committee is leading the charge to identify reliable collaborators, clients, advocates, and funders to advance the mission of the EAC.

dksjfdskjfkjdfskdjfsskdjfkdfj skdjf

Learn More

Dr. Doug Carnine
Founder and Chair, Evidence Advocacy Center
Choose Kindness Foundation
University of Oregon

dksjfdskjfkjdfskdjfsskdjfkdfj skdjf

Learn More

Linda Diamond M.Ed.
Executive Director, Evidence Advocacy Center
Author, Teaching Reading Sourcebook  

dksjfdskjfkjdfskdjfsskdjfkdfj skdjf

Learn More

Dr. Anita Archer
Educational Consultant and Author

dksjfdskjfkjdfskdjfsskdjfkdfj skdjf

Learn More

Dr. Matthew K. Burns
University of Florida’s Fein Professor of Special Education

dksjfdskjfkjdfskdjfsskdjfkdfj skdjf

Learn More

Dr. Suzanne Donovan
SERP Institute, Executive Director

dksjfdskjfkjdfskdjfsskdjfkdfj skdjf

Learn More

Dr. Kim Gibbons
Director, University of Minnesota (CAREI)

dksjfdskjfkjdfskdjfsskdjfkdfj skdjf

Learn More

Rob Horner, Ph.D.
University of Oregon, Professor, Special Education, Emeritus

dksjfdskjfkjdfskdjfsskdjfkdfj skdjf

Learn More

Dr. Holly Lane
University of Florida Literacy Institute, Director

dksjfdskjfkjdfskdjfsskdjfkdfj skdjf

Learn More

Dr. Nicole Mancini
Council of Great City Schools, Chief of Academics

dksjfdskjfkjdfskdjfsskdjfkdfj skdjf

Learn More

Dr. Maria S. Murray
The Reading League, Founder and CEO

dksjfdskjfkjdfskdjfsskdjfkdfj skdjf

Learn More

Dr. Paige Pullen
Pullen Education Strategies, President

dksjfdskjfkjdfskdjfsskdjfkdfj skdjf

Learn More

Dr. Esther Quintero
Albert Shanker Institute, Senior Fellow

dksjfdskjfkjdfskdjfsskdjfkdfj skdjf

Learn More

Dr. Joan Schumann
 International MTSS Association (IMA), Founding Executive Director and Leading for Learning, CEO

dksjfdskjfkjdfskdjfsskdjfkdfj skdjf

Learn More

Mr. Casey L. Sovo
Bureau of Indian Affairs, Turtle Mountain Agency, Supervisory Education Program Specialist—Supplemental Education Programs

dksjfdskjfkjdfskdjfsskdjfkdfj skdjf

Learn More

Dr. Stephanie Stollar
Stephanie Stollar Consulting and The Reading Science Academy,  Founder

dksjfdskjfkjdfskdjfsskdjfkdfj skdjf

Learn More

Dr. Amanda VanDerHeyden
SpringMath Accelerate, Founder & Chief Product Officer

dksjfdskjfkjdfskdjfsskdjfkdfj skdjf

Learn More

Dr. Tracy White
Upstream Education for All, Inc., Founder

Advisors to the Executive Committee

dksjfdskjfkjdfskdjfsskdjfkdfj skdjf

Learn More

Kelly Butler, M.Ed.
Mississippi Reads/Reading Universe

dksjfdskjfkjdfskdjfsskdjfkdfj skdjf

Learn More

Jim Kohlmoos
Edge Consulting Partners, Principal

dksjfdskjfkjdfskdjfsskdjfkdfj skdjf

Learn More

Dr. Reid Lyon
Research Scientist, Neuropsychologist

dksjfdskjfkjdfskdjfsskdjfkdfj skdjf

Learn More

Caryn Sabourin Ward
RTI International, Director, Implementation Science Research & Practice

Interested in Learning More About Our Work & Supporting the EAC?

Contact Us

Dr. Douglas Carnine, Professor Emeritus at the University of Oregon and President of the Choose Kindness Foundation, spent the first 20 years of his career focused on improving the achievement of K–12 students who too often fail in school: children of poverty, limited English speakers, and students with disabilities. His scholarly works have been cited in over 5,000 books and journals from around the world. He spent the next 12 years of his career leading a campaign to increase the importance of evidence in education decision-making. This campaign developed coalitions  to make strategic policy changes and lead implementations at the local level (for example, Los Angeles and Dallas), state level (six states), and at the federal level.

Linda Diamond is best known for her nationally recognized professional books, Teaching Reading Sourcebook, used by many teacher preparation programs, Assessing Reading: Multiple Measures, and the Vocabulary Handbook. Linda was a teacher, principal, Director of Curriculum and Instruction, and a Senior Policy Analyst in an education think tank. In 1995, Linda Diamond founded and became president of the Consortium on Reaching Excellence in Education (CORE Learning), an organization committed to improving literacy and math outcomes for all children. After serving as CORE’s president for 26 years, Linda stepped down from that role and continues to serve on CORE’s Advisory Board and The Reading League-California Advisory Board, and advises publishers, state agencies, legislators, and other organizations as they work to improve literacy instruction.

Dr. Anita Archer serves as an educational consultant to state departments and school districts on explicit instruction and literacy. She has presented in all 50 states and many countries including Australia. She is the recipient of 10 awards honoring her contributions to education. Dr. Archer has served on the faculties of three universities including the University of Washington, University of Oregon, and San Diego State University. She has co-authored numerous curriculum materials including Phonics for Reading (Curriculum Associates), a three-level intervention program REWARDS® (Voyager Sopris Learning®), a five-component literacy intervention program; and a best-selling textbook, Explicit Instruction: Effective and Efficient Teaching (Guilford Publications).

Dr. Burns is a prolific researcher (e.g., published over 200 articles and book chapters and 15 books), but is dedicated to positively influencing practice in K–12 schools and mentoring the next generation of thought leaders in education. As one of the leading researchers regarding the use of assessment data to determine individual or small-group interventions, Dr. Burns works closely with schools to study and implement multitiered systems of support, intensive reading and math interventions, school-based teams, and generally supporting students with and without disabilities whose needs are not being met. He is a Past Editor of School Psychology Review and Assessment for Effective Intervention. Dr. Burns was also a first-generation college student who was born in Flint, Michigan and served on the faculty of the University of Missouri for nine years, University of Minnesota for 10 years and Central Michigan University for five years.

Suzanne Donovan is Executive Director of the SERP Institute, where she is building a program of work in partnership with school districts, and anchored in classroom and school practice. She was primary author and co-editor of the two SERP reports: Strategic Education Research Partnership, proposed the design and governance structure of the SERP Institute, and Learning and Instruction: A SERP Research Agenda details an illustrative research and development agenda directly tied to classroom practice. Suzanne has also directed the “How People Learn” project at the National Academies since 1999. She served as study director and editor of the most recent report in the series: How Students Learn: History, Mathematics, and Science in the Classroom, which was published in 2005. She was also the study director and co-editor for the NRC report Minority Students in Special and Gifted Education, and was a co-editor of Eager to Learn: Educating our Preschoolers. She has a Ph.D. in public policy from the University of California at Berkeley. Before joining the National Research Council, she was on the faculty of the School of International and Public Affairs at Columbia University.

Dr. Kim Gibbons

Kim Gibbons, Ph.D., is the Director of the Center for Applied Research and Educational Improvement (CAREI) at the University of Minnesota.   Dr. Gibbons has a portfolio of work focused on intensive capacity- building for both State Educational Agencies and Local Educational Agencies. She has served as Principal Investigator or Co-Principal Investigator on several large federal and state technical assistance contracts. CAREI is currently partnering with the Minnesota Department of Education to implement the MnMTSS framework and on implementation of the MN Read Act to improve literacy outcomes. Before coming to the UMN, she worked at the St. Croix River Education District (SCRED) for 20 years in a variety of roles including Executive Director, Director of Special Education, Staff Development Coordinator, and School Psychologist. Under her direction, SCRED received state and national recognition for their work in implementing the MTSS/RtI framework that resulted in impressive literacy outcomes in the SCRED member districts. Her research and professional interests include the Multi-Tiered System of Support Framework (MTSS), the science of reading, educational policy and leadership, improvement science, and evidence-based teaching and assessment practices. She is the author or co-author of four books and has numerous other peer-reviewed publications. Her most recent book, published in 2018, is Effective Universal Instruction: An Action-Oriented approach to Improving Tier 1.

Dr. Robert Horner received his Ph.D. in Special Education from the University of Oregon in 1978 and is now an emeritus professor of special education at the University of Oregon. His research has focused on applied behavior analysis, positive behavior support, multi-tiered instructional systems, equity in education, and systems change. He has worked for 25 years with Dr. George Sugai in the development and implementation of school-wide positive behavioral interventions and supports (PBIS). Over 29,000 schools are implementing PBIS nationally. Dr. Horner has published over 350 books, chapters, and articles, and has been the editor of the Journal of the Association for Persons with Severe Handicaps, co-editor of the Journal of Positive Behavior Interventions, and associate editor for both the Journal of Applied Behavior Analysis and the American Journal on Mental Retardation. Dr. Horner is the recipient of multiple awards, including the 2002 AAMR Education Award, the 2006 ABA Public Service in Behavior Analysis Award, the 1996 APA Fred Keller Educational Researcher Award, the 2014 AERA Distinguished Researcher Award, 2016 CEC Distinguished Researcher Award, and the 2020 Association of Positive Behavior Support Leadership Award.

Dr. Holly Lane is the Director of the University of Florida Literacy Institute, also known as UFLI, and a member of UF’s special education faculty.  Her research focuses on effective reading instruction and intervention and helping teachers develop the knowledge and skills they need to teach reading effectively, especially using evidence-based practices to promote the development of foundational reading skills. Dr. Lane is the co-author of UFLI Foundations: An Explicit and Systematic Phonics Program.

Dr. Nicole M. Mancini is Chief of Academics for the Council of the Great City Schools where she assists urban districts in enhancing instructional systems to boost student achievement. Her work includes providing technical assistance, professional learning, and support to 78 of the nation’s largest urban districts. Before joining the Council, Dr. Mancini served as the Chief Academic Officer for Broward County Public Schools, the 6th largest district in the nation. Dr. Mancini excelled in creating systems to enhance instructional delivery & services, communication, & organizational accountability for improved student outcomes and efficiencies. Her past work was focused on continuing to shift the district’s instructional and leadership practices to fully reflect the Science of Reading, resulting in strong student achievement, accelerated learning, closing the achievement gaps, and assimilating Generative Artificial Intelligence (AI) in PK-12 Education.

Dr. Mancini continues her passion and work in the administrative, literacy, early childhood, and special education spaces by collaborating with national key leaders in those fields. She has a B.A. in Psychology (Cum Laude), Master of Science in Speech Language Pathology, Doctorate in Education with a focus on Child and Youth Studies: Early Literacy and Reading, and certification in Educational Leadership.

Dr. Maria S. Murray is the founder and CEO of The Reading League, a not-for-profit organization devoted to advancing the awareness, acceptance, and use of evidence-aligned reading instruction. The Reading League’s mission is to increase educator knowledge. Prior to founding The Reading League, Dr. Murray was an associate professor at the State University of New York at Oswego in the Curriculum and Instruction Department, where she taught courses related to literacy assessment and intervention for ten years. She received her Ph.D. in Reading Education from Syracuse University, where she served as project coordinator for large federally funded early reading intervention grants. Dr. Murray’s interests revolve around the prevention and remediation of reading difficult, the types of texts used for beginning reading instruction, the connection between research and practice in reading programs, and teacher knowledge regarding reading instruction.

Dr. Paige Pullen is the President of Pullen Education Strategies and a nationally recognized expert in literacy instruction, educator development, and implementation science. She is a Senior Advisor to the Sandra Dunagan Deal Center for Early Language and Literacy and provides strategic support to state and local agencies working to improve literacy outcomes. Dr. Pullen has led statewide literacy initiatives in Florida and was the principal architect behind the development of the Literacy Matrix and Reading Micro-credentials, professional learning systems that have been adopted at scale. She also directed the districtwide Pinellas Early Literacy Initiative (PELI) and is currently supporting the refinement and implementation of Georgia’s Vision 2030 Literacy Plan. A contributing author to the Teaching Reading Sourcebook, Dr. Pullen has published extensively on early literacy, special education, and evidence-based coaching. Her current work includes the development of AI-powered professional learning tools designed to provide educators with real-time, research-aligned instructional support. She serves on the Professional Advisory Board of the Learning Disabilities Association of America and regularly advises publishers, legislators, and state agencies working to bridge the gap between literacy research and classroom practice.

Dr. Esther Quintero

Dr. Esther Quintero’s work focuses on conducting and synthesizing research in two main areas, the social-organizational context of teachers and early literacy policy.

In collaboration with Susan B. Neuman (New York University), Quintero co-leads a project that tracks and analyzes state reading legislation enacted since 2019 — an effort aimed at informing debates about the role of research in shaping literacy policy and instructional change. In partnership with Maryland READS, Quintero has collaborated on an initiative to understand how digital media and screen-based reading shape literacy development and examine the implications for policy and practice.

Quintero was co-PI on a multi-year measurement project funded by the Institute of Education Sciences to develop a new instrument for capturing rich evidence about teachers’ professional activity, the characteristics of the contexts in which it occurs, and teachers’ affective responses to their work.

She is the editor of Teaching In Context (Harvard Education Press, 2017) and author of numerous analyses, commentaries, and articles published in American Educator, the Institute’s blog, and other outlets.

Dr. Joan Schumann

Joan Schumann, Ph.D. is the Executive Director of the International MTSS Association (IMA) and CEO of Leading for Learning. An educator with a research background, she has served the profession as a K–12 classroom teacher, special educator, school principal, district leader, and university faculty member while bringing evidence to implementation alive in classrooms, teacher preparation, and school systems. Joan earned her doctorate at the University of Utah, where her dissertation examined PBIS and discipline disproportionality, and has since led large-scale MTSS efforts, including districtwide frameworks, high-impact professional learning, and data-driven school improvement. Today, Joan focuses on helping leaders at every level of the educational system implement best practice—and making research (and researchers) accessible to everyday school professionals.

Mr. Casey L. Sovo, an enrolled member of the Comanche Nation of Oklahoma, began working for the Bureau of Indian Education in 2001. Mr. Sovo specializes in differentiating K-12 instruction, using progress monitoring and short-cycle assessments to make data-based instructional decisions, supporting effective teaching strategies, building professional learning communities, supporting principals, instructional coaches and teachers with their implementation of Multi-Tier Systems of Support. Mr. Sovo has actively improved the use of effective K-12 school curriculums to focus on literacy and effective teaching for all students. Mr. Sovo deeply believes in the power of education to provide opportunities for changing the outcomes for future generations.

Dr. Stephanie Stollar is the founder of Stephanie Stollar Consulting LLC and the creator of The Reading Science Academy. Dr. Stollar is a part-time assistant professor in the online reading science program at Mount St. Joseph University, and a founding member of a national alliance for supporting reading science in higher education. As a board member for the Innovations in Education Consortium, she collaboratively plans the annual MTSS Innovations in Education Conference. She has provided professional development, conducted research and published in the areas of assessment, early intervention, and collaborative problem solving. She is passionate about improving educator knowledge and aligning school systems to prevent reading failure.

Dr. Amanda VanDerHeyden is a policy adviser and active researcher, is President of Education Research and Consulting in Daphne, Alabama, and has a faculty affiliation with the Wheelock College of Education at Boston University. Widely published, she regularly delivers webinar, panel, and keynote sessions, including addresses to state school psychology associations and departments of education in 35 states, Singapore, China, and Portugal. Dr. VanDerHeyden has authored policy guides and position statements, has developed widely used models of academic screening, conducts innovative research in mathematics screening and progress monitoring, and is the creator of SpringMath. She has served as a panel member for the National Institutes of Health and the Institute of Education Sciences at the U.S. Department of Education, and as an adviser and reviewer for the National Center on Intensive Intervention, the U.S. Agency for International Development, the IRIS Center, the Dyslexia Foundation, the RTI Advisory Board for the National Center for Learning Disabilities, and Amplio Learning.

Dr. Tracy White is a visionary leader and passionate advocate for advancing literacy as the human right of the 21st century. With over 38 years of experience in educational leadership, White has dedicated her career to creating innovative programs, building exceptional teams, and providing enhanced learning opportunities for children and adults. 

Tracy is the founder of a new, important organization, Upstream Education for All, Inc. to which she brings her past experience as President and CEO of Neuhaus Education Center (NEC). Tracy leads with an innovative style and compassionate nature, successfully managing change and growth across a diverse constituent base. She is a true visionary, committed to improving the world through education. White’s expertise in change management, systems reform, staff recruitment and development, fundraising initiatives, and public relations guidance make her a respected leader in the field of education. 

Dr. White holds an Ed.D. in Educational Leadership and is a sought-after keynote speaker and thought leader in the field of education. With her wealth of knowledge and experience, White is a true inspiration and advocate for education. She offers valuable insights and ideas on systemically improving the field of education to empower educators and all students to achieve their full potential.

Kelly Butler is Senior Advisor to Reading Universe, a large-scale legacy project of the Barksdale Reading Institute (BRI), where she served as Chief Executive Officer. The Institute concluded operations in June of 2023 having contributed significantly to Mississippi’s rise in reading scores on the National Assessment of Educational Progress (NAEP 2019, NAEP 2022). Reading Universe is housed at WETA, PBS’s flagship station in Washington, D.C. amidst a suite of award-winning literacy websites supporting evidence-based practices for teachers of reading and writing.

During her tenure at BRI, Kelly initiated the original Reading Universe concept to provide high quality professional development to educators in Barksdale schools and educator preparation programs. Butler authored three statewide studies on Teacher Preparation for Early Literacy Instruction which propelled The Path Forward, a multi-state initiative focused on preparation and licensure. Kelly is an advisor to the Mississippi Reading Panel, the Mississippi Reading Clinic, The Path Forward, the Southeast Region’s Education Laboratory, and the Education Advocacy Center; and is a board member for Springboard to Opportunities and Deans for Impact. She holds a master’s degree in administration, planning and social policy from Harvard University. She lives in Jackson, Mississippi.

James Walter Kohlmoos

Jim Kohlmoos, the co-founder and partner of EDGE Consulting Partners, works with philanthropies, research institutions and non-profit organizations focusing on evidence-based policymaking, knowledge mobilization, and democratizing evidence. He currently serves as a Senior Fellow at the Carnegie Foundation for the Advancement of Teaching, Senior Advisor at National Network of Education Research-Practice Partnerships, National Manager of the Funders Learning Group for Using Evidence for Change, and Coordinator for the Knowledge Brokers Network at the University of Delaware.

Kohlmoos has served in a wide range of executive positions in the Washington DC area over the past 45 years including  executive director of the National Association of State Boards of Education, president and CEO of Knowledge Alliance, vice president of Implementation Group, and vice president and director at the Close Up Foundation.   

From 1993 to 2000 Kohlmoos served at the U.S. Department of Education as a Deputy Assistant Secretary and Senior Policy Advisor. 

A graduate of Stanford University (BA History), Kohlmoos began his professional career in education 1971 as a classroom teacher  with the U.S. Teacher Corps in Salinas, California and subsequently served as a teacher trainer with the US Peace Corps in Malaysia.  

Reid Lyon, Chief of the Child Development and Behavior Branch within the National Institute of Child Health and Human Development (NICHD) at the National Institute of Health from 1992 to 2005 designed and oversaw the world’s largest program on literacy research and contributed his own scientific research as part of the NICHD’s 50 years of research into reading and learning disabilities. As a developmental neuroscientist specializing in learning disorders, Reid has published over 130 journal articles, books and book chapters addressing pediatric neuroimaging, reading difficulties, and linking scientific evidence to formulating federal and state educational policy. He is also an SMU distinguished professor emeritus and associate dean and a distinguished scientist in cognition and neuroscience emeritus at the University of Texas, Dallas. Through his advisory role to the U.S. Congress, Dr. Lyon created the model and related legislative language that commissioned the National Reading Panel (1997). Along with Robert Sweet, Dr. Lyon co-authored the Reading Excellence Act, the Reading First legislation, and the proposal to establish the Institute of Education Sciences. While at the NIH he served as an advisor to President George W. Bush and First Lady Laura Bush on reading science and policy and childhood development. Reid has been frustrated and discouraged by the research not being applied widely and when applied, often done without fidelity of implementation. Thus his commitment to serve as an advisor to the EAC.

Caryn Sabourin Ward is a scientist-practitioner with more than 15 years of leadership in implementation and scaling of evidence-based practices in K-12 education. Dr. Ward has expertise in the field of implementation science and successfully applied the practices and principles to K-12 education as well as other fields including early learning, child welfare, and public health. Much of Dr. Ward’s work in recent years has been applied implementation practice and research to support the use and scaling of evidence to improve outcomes for students experiencing poverty, Black students, Latino/a students, English Learners, and Students with Disabilities. As Director for the National Implementation Research Network, Dr. Ward served as the Principal Investigator for federally funded national technical assistance centers and mixed methods experimental implementation studies. For example, for the past 8 years, Dr. Ward has directed the State Implementation & Scaling up of Evidence Based Practices national technical assistance center to provide capacity building services to state, regional and local education agencies. Currently, Dr. Ward is a director of the Implementation Science Research and Practice program at RTI, International. Dr. Ward’s combined technical assistance and research skills and experience support effective use of research-based and practice-based evidence in diverse educational settings.