Professor of Sociology, Director
Mark Berends (Ph.D., Sociology, University of Wisconsin-Madison) is a professor of sociology at the University of Notre Dame, where he directs the Center for Research on Educational Opportunity (CREO). He has written and published extensively on educational reform, school choice, the effects of family and school changes on student achievement trends and gaps, and the effects of schools and classrooms on student achievement. His research focuses on how school organization and classroom instruction are related to student outcomes, with special attention to disadvantaged students and school reforms aimed at improving their educational opportunities. Within this agenda, he has applied a variety of quantitative and qualitative methods to understanding the effects of school reforms on teachers and students.
Currently, he is conducting several studies on school choice, including an examination of the Indiana Choice Scholarship Program, parent decision making and satisfaction in a lottery-based study of charter schools, and how in-school enabling conditions and classroom instruction are related to student achievement gains in charter schools and traditional public schools. Professor Berends serves on numerous editorial boards, technical panels, and policy forums; he is a Fellow of the American Educational Research Association (AERA); co-editor of AERA’s American Educational Research Journal, former editor of Educational Evaluation and Policy Analysis, the former vice president of the AERA's Division L, Educational Policy and Politics; and the AERA Program Chair for the 2014 annual meeting. His latest books are Leading with Data: Pathways to Improve Your School (Corwin, 2009), the Handbook of Research on School Choice (Routledge, 2009), School Choice and School Improvement (Harvard Education Press, 2011), and the International Handbook of the Sociology of Education (SAGE Publications, forthcoming).
- Waddington, R. J., & Berends, M. (2017). Impact of the Indiana Scholarship Program: Achievement effects for students in upper elementary and middle school.
Paper is currently under review (revise-and-resubmit) at an academic journal. We do not typically post our work with Indiana Department of Education data until it passes peer review. Unfortunately, a reporter acquired an earlier version of this paper and intends to release it publicly despite this objection. We provide our revised manuscript here for transparency purposes. We also thank NPR's Education Team, with whom we chose to conduct an interview, for their professionalism in reporting on our findings.
- Berends, M., & Waddington, R. J. (In Press). School choice in Indianapolis: Effects of charter, magnet, private, and traditional public schools. Education Finance and Policy.
- Altenhofen, S., Berends, M, & White, T.G. (2016). School choice decision making among suburban, high-income parents. AERA Open, 2(1), 1-14.
- Berends, M., & Donaldson, K. (2016). Does the organization of instruction differ in charter schools? Ability grouping and students’ mathematics gains. Teachers College Record, 118(11), 1-38.
- Freeman, K. J., & Berends, M. (2016) The Catholic School Advantage in a Changing Social Landscape: Consistency or Increasing Fragility? The Journal of School Choice, 10:1, 22-47, DOI: 10.1080/15582159.2015.1132937.
- Berends, M. (2015). Sociology and school choice: What we know after two decades of charter schools. Annual Review of Sociology, 41(15), 159-180.
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