EDUCATION:
Ph.D.
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Stanford University, Educational Administration 1973. Dissertation committee: James March (Chair), David Tyack, and Michael Kirst. |
| M.B.A. |
Bernard Baruch University, Marketing, 1969. |
| B.S. |
City College of New York, Mathematics, 1964. |
CURRENT POSITION:
Doctoral research professor of Educational Leadership, and coordinator of the Joint Doctoral program in Educational Leadership for Equity, San Francisco State University.
AREAS OF SPECIALIZATION:
Large-scale reform for increasing equity (what works and what does not), state-of-the-art curricular and technological approaches for accelerating the learning of low-income students and thereby reducing the learning gap, and the types of leadership and management strategies for making such approaches work.
Dr. Pogrow is the developer of the Higher order Thinking Skills (HOTS) program and network, and the Supermath pre-Algebra program. He is currently working on a redesign of failing elementary schools.
SELECTED POSITIONS:
William Allen Endowed Chair and Distinguished Visiting Professor in Instructional Leadership, Seattle University.
Professor, Educational Administration, Teaching and Teacher Education, University of Arizona.
Visiting Scholar, Center for Evaluation, UCLA.
Melbo Visiting Endowed Chair in Educational Leadership, University of Southern California.
Policy Analyst/Research Administrator, Technology Innovation Processes, National Science Foundation.
Assistant Professor, Educational Administration, University of Illinois at Urbana-Champaign.
Assistant Professor of Educational Administration, University of New Mexico.
New York City Public School Teacher.
SELECTED HONORS:
Ranked by UCEA in Fall 2001 as tied for #17 nationally in overall scholarship productivity in Educational Leadership, and #13 among faculty.
Reviewer for: Evaluation and Policy Analysis, Educational Researcher, Educational Leadership, and the National Science Foundation.
Received achievement award from the Arizona Association for Supervision and Curriculum Development.
HOTS (Higher Order Thinking Skills) Program for Title I and LD students:
Designated one of the top 12 research based School Improvement Program by the Mid-Atlantic Regional Educational Lab, Voted one of the top ten thinking skills development programs by Learning magazine, Featured in an American Agenda segment of the ABC evening news, Awarded the Golden Bell award by the California School Board's Association as the most innovative K-8 program in California
SELECTED GRANTS (sole PI):
Developing and Evaluating a Technology Based Problem Solving Approach to Pre-Algebra. National Science Foundation, 3 grants totaling $915,286.
Developing a Model for Schoolwide Reform. MacArthur Foundation, $40,000.
Identifying and Implementing Exemplary Middle School Curricula for Educationally Disadvantaged Students. Edna McConnell Clark Foundation, 2 grants totaling $576,000.
Disseminating and Evaluating the HOTS Program. National Diffusion Network, 2 grants totaling $560,000.
Developing and Evaluating the Effectiveness of the HOTS Program. Ford Foundation, 2 grants totaling $149,800.
SELECTED PUBLICATIONS:
“Are Comprehensive School Reform Models Really Effective? Implications for Meta-analysis on Program Effectiveness and Policy.” Submitted to Review of Educational Research.
“HOTS Revisited: A Thinking Development Approach to Reducing the Learning Gap After Grade 3 in the NCLB Era.” Phi Delta Kappan, Fall of 05.
"Supermath: An Alternative Approach to Using Technology to Teach Math." Phi Delta Kappan, December 2004, pp., 297-303.
“The Missing Element In Reducing the Gap: Eliminating the ‘Blank Stare’. “ Teachers College Record, Feature Article, (www.tcrecord.org/Content.asp? ContentID=11381), 10/3/2004.
Michael Shaughnessy “Interview With Stan Pogrow.” The Korean Journal of Thinking & Problem Solving.” October 2004, pp. 87-114.
"Accelerating the Learning of Title I students After the Third Grade: A Dissent from Current Practice and Suggestions for Overcoming the Cognitive Wall." In Orfield, G. and DeBray, E. (eds.) Hard Work for Good Schools: Making Federal Programs Work in High Poverty Schools. New York, Twentieth Century Fund, 2003.
"Success for All Does Not Produce Success for Students." Phi Delta Kappan, September 2000, pp. 67-80.
"Beyond the 'Good Start' Mentality: Overcoming the Cognitive Wall for Disadvantaged Students in Grades 4-8." Education Week, April 19 2000, pp. 44, 46.
"Rejoinder: Consistent Large Gains and High Levels of Achievement are The Best Measures of Program Quality: Pogrow responds to Slavin." Educational Researcher, November 1999, pp. 24-26, 31.
"The Systematic Use of Powerful Learning Environments to Develop the Intellect of Educationally Disadvantaged Students." In New Instructional Design Theories and Models (Charles Reigluth ed.), Erlbaum, 1999, pp. 319-340.
"What is an Exemplary Program and Why Should Anyone Care?: A Reaction to Slavin and Klein." Educational Researcher, October 1998, pp. 22-29.
SELECTED PRESENTATIONS:
A Thinking Development Approach for Improving High Poverty Schools: Implications for Administrators. Council of the Great Cities Schools, Las Vegas, NV, 22 October 2004.
Incorporating Thinking Development into Instruction. Presentation to the lead teachers of public and orphanage schools in Cherkassy region of the Ukraine. Cherkassy, 10,11 October 04.
Redirecting the Instructional Program of the East St. Louis School District. Presentation to the administrators and coordinators of the East St. Louis Public Schools, East St. Louis MO, 5 August 04.
“The Next Step: Going Beyond Test Scores to Literacy and Academic Skills.” Presentation to principals and coordinators of the Atlanta Public Schools, Atlanta GA, 2 August 2004.
Mistakes and Opportunities for Reducing Learning Gaps: An Agenda for Moving Forward. This was the first invited presentation in the new Larry Bowen series of distinguished policy presentations sponsored by the new policy center at George Mason University, Fairfax VA, 21 November 2002.
A Critique of the Research on Comprehensive School Reform Models. American Educational Research Association, New Orleans, 4 April 2002.
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