Laura Goe, Ph.D., completed her undergraduate studies in Language and Learning
Theory in Social Context at UC San Diego before going to the Mississippi Delta with
Teach for America, where she taught 7th grade special education for three years. She
completed her M.S. in Educational Policy and Leadership at the University of Memphis
while teaching at-risk middle school students in an urban Memphis school,
and later received her doctorate from UC Berkeley's Policy, Organizations,
Measurement, and Evaluation program. She is currently a Research Scientist
in the Understanding Teaching Quality Research Group at Educational Testing
Service in Princeton, NJ. Dr. Goe was a Principal Investigator
for Research and Dissemination for The National Comprehensive Center for Teacher Quality, and currently serves
as a Sr. Research & Technical Assistance Expert for the
federally-funded Center on Great Teachers and Leaders.
Dr. Goe served as a reviewer for spring and fall 2012 rounds of ESEA Waiver requests.
In 2011, she was one of the experts (along with Charlotte Danielson and OECD staff) that conducted
a study of Chile's teacher evaluation system; findings and recommendations from that study were
published in 2014. She currently serves on a number of technical advisory committees focusing
on developing comprehensive teacher evaluation systems, researching
the impact of teacher evaluation systems, and evaluating effectiveness of teacher preparation programs.
In the past several years, Dr. Goe’s technical assistance work for the National Comprehensive Center
for Teacher Quality focused on providing research-based support for states and
regional comprehensive centers as they consider timely topics such as evaluating
teacher effectiveness, understanding growth models, and using multiple measures
to assess teachers contribution to student learning growth, particularly in
non-tested subjects and grades.
In 2009, Dr. Goe completed a three-year term as co-editor of the AERA journal Educational
Evaluation and Policy Analysis. She has served as a visiting scholar to the NEA and
advisor on their teacher evaluation work, has advised the AFT as a member of their
expert panel on teacher evaluation, and served as a consultant to the AFTs Innovation
Grant sites in designing innovative, comprehensive teacher evaluation systems.
As part of her work for the National Comprehensive Center for Teacher Quality and for the Center on Great Teachers and Leaders,
Dr. Goe has authored numerous research syntheses and policy briefs
focused on teacher quality, effectiveness, and professional growth. Her research at Berkeley and at ETS
has focused on using both quantitative and qualitative approaches to examining
school improvement, the distribution of teachers, formative assessment, and teacher
evaluation. She has observed hundreds of teachers around the country for various
projects, designed and built quantitative databases, and conducted statistical
analyses using national, state, district, and school databases. Her research interests
include teacher qualifications, measuring teacher quality, teacher effectiveness,
teacher compensation, professional development, the equitable distribution of
teachers, and rural/frontier education challenges, as well as school finance and school and district resource use.