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Staff

Roger Farr, President
Dr. Roger Farr founded ERIA in 2000. Dr. Farr is Emeritus Chancellor's Professor of Education at Indiana University, and during his more than 30 years in higher education, has held esteemed positions within the field of reading research and instruction. These past roles include President of the International Reading Association; Director of the Center for Innovation in Assessment at Indiana University; and Co-Editor of Reading Research Quarterly. Dr. Farr is the co-author of Harcourt School Publishers' K-8 basal reading programs Signatures and Treasury of Literature, as well as numerous instructional reading programs, including Renaissance Learning's Successful Reader; Steck-Vaughn's Think Along: Comprehending As You Read series; Harcourt Supplemental's Power Up: Building Reading Strength; and Rally Education's Think Reading. Dr. Farr has also authored or edited numerous assessments, including both standardized tests and performance assessments. Among the standardized tests he has written or edited are Rigby READS, SSSMART (a test of content area literacy), the Iowa Silent Reading Tests and the Metropolitan Achievement Tests. Performance assessments he has developed include the Language Arts Performance Assessments. He has been the lead researcher and author of many articles and wrote the book Performance Assessment: Helping Students Evaluate Their Progress as Readers and Writers.

In 1984, the IRA honored Dr. Farr with the William S. Gray Citation for outstanding lifetime contributions to the teaching of reading. In the same year, he was elected to the IRA Reading Hall of Fame, and in 1988 he was selected by the IRA as Outstanding Reading Teacher Educator. He has also served as a special consultant to the National Assessment of Educational Progress (NAEP).
Dr. Farr has taught students representing levels from pre-kindergarten through graduate school. He received his B.S. in English Education, his M.S. in Secondary English Education, and his Ed.D. in Reading and Educational Psychology from the State University of New York.
Kimberly Munroe, Director
Kimberly Munroe has 20 years of experience in the field of education, as a teacher, professional development trainer, author and writer of instructional programs and assessments, and researcher. She joined ERIA in 2001 to manage development and research efforts. In this capacity, Ms. Munroe has led or contributed to hundreds of projects for dozens of clients.

Ms. Munroe is a co-author of Renaissance Learning's Successful Reader reading intervention program; the Rigby READS assessment system; Rally Education's Think Reading test preparation series; Questar's SSSMART content area literacy assessment; and Harcourt Supplemental's Power Up! Building Reading Strength middle school reading program.

Prior to her work at ERIA, Ms. Munroe was Director of Projects at the Center for Innovation in Assessment at Indiana University, where she directed large-scale curriculum and assessment projects for the Indiana Department of Education and the Indiana Commission for Higher Education.

Ms. Munroe has taught students from pre-K to grade 12 in numerous settings, with her classroom instruction primarily in the area of secondary reading and writing. Ms. Munroe leads workshops and other professional development programs for teachers in the area of reading comprehension.

Ms. Munroe is a graduate of the University of Massachusetts and Boston University. She holds a master's degree in Education and bachelor's degrees in English and Journalism.

Mamie Goodson, Project Manager/ELA Content Specialist/Writer
Mamie Goodson has worked for ERIA on a wide variety of development and research projects for several years, and recently joined the team full-time as a project manager. She has written numerous summative and progress-monitoring assessments for K-12 reading and language arts programs and has developed teacher and student materials for a reading intervention program, focusing specifically on instruction in reading strategies and vocabulary development.

Prior to working with ERIA, Ms. Goodson taught six and seventh grade reading and language arts in Santa Fe, New Mexico and in Rio Grande City, Texas. She began her career in education as a Teach For America corps member in the Rio Grande Valley, Texas. As an alumnus, she has continued her involvement with Teach For America in several capacities, working part-time as a Placement Associate and a videographer for TFA's Teaching As Leadership Validation Study.

Ms. Goodson holds a bachelor's degree in English from Indiana University-Bloomington. A former varsity diver at Indiana University, Mamie has coached high school diving teams in Roma, Texas and Santa Fe, New Mexico and assisted as a club coach with Duke Aquatics Diving/The American School for Diving in Durham, North Carolina.
Caryl Young, Project Coordinator
Caryl Young has been an integral part of ERIA for over three years. Her focus is on ERIA's research efforts, and in that role she works across numerous concurrent projects and serves in various capacities, such as assisting with research site recruitment; preparing materials for field use and submission to clients; and constantly communicating with teachers and administrators-on whom ERIA relies completely for the success of its research.

Prior to joining ERIA, Ms. Young taught pre-kindergarten at a private school in Indiana for six years. She was also a Teaching Assistant for four years in a kindergarten class in Richland-Bean Blossom Community School Corporation. As a volunteer, Ms. Young served as a board member on Edgewood Blaze, treasurer for Richland-Bean Blossom Community School Corporation Youth Sports, and is currently on the Richland Bean Blossom Community School Foundation Board, a position she has held for seven years.

Ms. Young has an Associate of Applied Science Degree in Accounting.
Elizabeth Haydel, Researcher/Writer/Consultant
Elizabeth Haydel is an educational researcher, writer, and editor, who is a regular consultant with Achieve, the Educational Research Institute of America (ERIA), and the Ohio Department of Education. In addition, Ms. Haydel has done work for a variety of education organizations, such as educational publishers Houghton Mifflin Harcourt and Renaissance Learning and educational policy, research, and development organizations, including the American Institutes for Research (AIR) and the Thomas B. Fordham Institute.

Most of her professional work has been in the areas of standards review and development, evaluations systems development, curricular materials and test development, and educational research.

Ms. Haydel assisted in drafting the Ohio Academic Content Standards for students and led writing teams' development of the Ohio Standards for the Teaching Profession, the Ohio Standards for Principals, and the Ohio Standards for Superintendents. She is currently working with the team developing Ohio's new teacher evaluation system. The former project manager for Indiana University's Center for Innovation in Assessment, Ms. Haydel oversaw the development of the first set of content-specific, high school Core 40 assessments in English language arts in Indiana. Her most recent publications include serving as a reviewer for the Thomas B. Fordham Institute's The State of State Standards-and the Common Core-in 2010 and a contributor to Renaissance Learning's Successful Reader program.

A graduate of Stanford University with a degree in American Studies, Ms. Haydel also holds a Masters degree in Language Education from Indiana University.
Advisory Board


Michael Beck
Michael Beck is a Senior Vice President at Questar Assessment, Inc. A nationally recognized expert in the areas of standardized assessment and performance standard setting, Mr. Beck has provided assessment consultation and development activities for large scale, high-stakes tests in more than 25 states and for a broad range of textbook and test publishers, school districts, state education departments, and other governmental agencies.

Prior to joining Questar, Mr. Beck founded and directed Beck Evaluation & Testing Associates, Inc. (BETA), an independent assessment company that was acquired by Questar in 1997. Prior to that, Mr. Beck served for more than a decade in several professional and management roles in the measurement division of The Psychological Corporation, then the country's leading publisher of commercial educational and psychological assessments.

Mr. Beck is a long-time active member of the International Reading Association, serving as committee member and chair and as a publications review board member for many years. For more than 30 years, he has been a member of the National Council on Measurement in Education and the American Educational Research Association and has contributed more than two dozen presentations to these organizations. A frequent writer and speaker on assessment development and interpretation issues, he has presented professional talks or workshops in 46 states. His published research and assessment policy articles have appeared in more than 20 professional journals and edited books.

Mr. Beck earned his Master of Arts degree in Psychology from Fordham University, where he also completed doctoral coursework and comprehensive examinations in psychometrics. He received his Bachelor's degree in Psychology at John Carroll University, with minors in Mathematics and Education.
Jennifer M. Conner, Ph.D.
Jennifer M. Conner, Ph.D., is a Visiting Clinical Assistant Professor and Coordinator of Student Teaching for the Education Department at Indiana University-Purdue University of Columbus. She teaches graduate and undergraduate courses in a variety of areas, including Reading/Literacy Instruction and Assessment, English as a New Language, Linguistics, Content Area Literacy, Teacher Action Research, and the Transition from School to Work.

Dr. Conner has been part of numerous grant-funded and community-based projects. She was the Co-Primary Investigator and Project Evaluator for the SMART Partnership project, a collaborative effort between Indiana middle schools and local business that provided students with opportunities to engage in community-based initiatives. She also served on the leadership team for the Indiana Reading Academy Project, a professional development initiative for Indiana Reading First teachers. Dr. Conner has also served as a consultant for various school districts, education research firms, not-for-profits, and publishers around the country. She regularly leads professional development workshops.

Formerly, Dr. Conner was a Clinical Assistant Professor at Indiana University-Purdue University Indianapolis, Assessment Coordinator at Anderson University, and Associate Instructor at Indiana University's School of Education and Department of Spanish and Portuguese. She was also the Coordinator of Assessment, Research, and Development at the Center for Innovation in Assessment. Prior to her graduate work, Dr. Conner taught Spanish at the high school level.

Dr. Conner is a member of the Indiana Association of Colleges for Teacher Education, the International Reading Association, the American Educational Research Association, and the National Council of Teachers of English.

Dr. Conner received her Ph.D. in Language Education from Indiana University. She also holds M.A.T. and B.A. degrees in Spanish from Indiana University.
Keith Cruse
Keith L. Cruse is an educational consultant with extensive experience managing four major assessment systems in the state of Texas. His expertise is in the areas of accountability, evaluation, and assessment. He has been a leader in educational assessment and accountability for nearly four decades.

Mr. Cruse was the Managing Director of Student Assessment in Texas, overseeing the Texas Assessment of Academic Skills (TAAS); the End-of-Course Tests in Algebra, Biology, U.S. History, and English II; the Reading Proficiency Test in English (RPTE); and the State Developed Alternative Assessment (SDAA).

These programs required publishing more than 500 unique test forms and printing, scoring, and reporting results for two million students annually. TAAS is a high-stakes program which served as a graduation requirement and became the basis for local school accountability in Texas. RPTE is a grade 3-12 testing program that measures the progress of students with limited English proficiency in reading English. SDAA was developed to measure the annual progress of students in special programs.

Mr. Cruse served the Texas Education Agency for 37 years and assumed the Management of Student Assessment after directing key departments and programs in the system and directing innovations and consulting in mathematics.

Mr. Cruse's publications include supervising the development and writing of over 500 official publications for the Texas Education Agency. These include "Assessment of Selected Educational Needs: A Local Perspective," published by the Division of Assessment and Evaluation. He is the author of "Identification and Measurement of Career Education Outcomes: A Texas Model," which appeared in the Journal of Career Education. Other reports on the relevance of the standard-setting Texas accountability system to national educational assessment have appeared in publications for the U.S. Office of Technology Assessment and journals such as Applied Measurement in Education. He has written about the impact of assessment on instruction in journals such as the Phi Delta Kappan.

Mr. Cruse's expertise has been tapped to serve other states such as North Carolina, Virginia, Louisiana, and Florida as they have developed and conducted their assessment and accountability programs; and he has served on the Board of Directors for the National Forum for the Advancement of State Assessment Programs. He is a member of the American Educational Research Association, the National Council on Measurement in Education, the Texas State Teachers Association, Phi Delta Kappa, the Texas State Network of Assessment Professionals, and the National Association of Test Directors.

Mr. Cruse has completed extensive graduate studies in curriculum and instruction and educational planning at the University of Texas, and he holds an M.S. degree in mathematics and education from Trinity University, where he completed his undergraduate work Summa cum Laude.