Steven M. Ross is currently a senior research scientist and professor at the Center for Research and Reform in Education at Johns Hopkins University. Dr. Ross is the author of six textbooks and over 125 journal articles in the areas of educational technology, at-risk learners, educational reform, extended learning time programs, and research and evaluation. He is a noted lecturer on school programs and educational evaluation, Editor Emeritus of the research section of the Educational Technology Research and Development journal, and a member of the editorial board for four other professional journals. In 1993, he was the first faculty recipient of The University of Memphis Eminent Faculty Award for teaching, research and service, and recently held the Lillian and Morrie Moss Chair of Excellence in Urban Education and a Faudree Professorship at The University of Memphis. He has testified on school restructuring research before the U.S. House of Representatives Subcommittee on Early Childhood, Youth, and Families, has been a consultant to the National Science Foundation on project evaluation design, and is a technical advisor and researcher on current federal and state initiatives regarding the evaluation of out-of-school learning, technology usage, evaluation of principals, and supplemental educational services. Current projects include the evaluation of principal preparation and professional development programs, a city-wide turnaround initiative in Syracuse, NY, and after-school mentoring and experiential learning programs for children and adolescents in multiple states.
Ph.D, Educational Psychology, Penn State, 1974
M.S. , Educational Psychology, Penn State, 1971
BA, Psychology, Penn State, 1969
Psychology of Learning
Evaluation of Supplemental Services in TN. Tennessee Dept. Of Education, 2006-08, $90,000 per year
Evaluation of Supplemental Services in MD. Maryland Dept. Of Education, 2006-08, $110,000 per year.
Evaluation of the Together for All Program in N. Ireland, Subcontract from University of York, 2009-2011 ($75, 000 per year).
Evaluation of the Keystone After-School Program. Taco Bell Foundation for Teens, 2000-11, $40,000.
Study of After-School Experiential Learning Programs. Taco Bell Foundation for Teens, 2000-11, $25,000.
Evaluation of the Rice Education Entrepreneurship Program, Rice University, 2012-present, $25,000.
Evaluation of the Women’s Initiative Fellowship Program, George W. Bush Institute, 2012-present, $91,000.
Technical Support on Evaluation to GWBI, George W. Bush Institute, 2012-present, $60,000.
Evaluation of Mentoring and Case Management, Horizon Foundation, 2011-present, $25,000.
Muñoz. M. A., & Ross, S. M. (2012; in press). No Child Left behind and tutoring in reading and mathematics: Impact of Supplemental Educational Services on large-scale assessment. Journal of Education for Students Placed at Risk, 17(3), pp. x-x.
Lowther, D.L. & Ross, S.M. (2012). Technology Integration: Device-Driven or Outcome-Oriented. In R. A. Reiser & J. V. Dempsey (Eds.) Trends and Issues in Instructional Design and Technology (pp. 208-217). Upper Saddle River, NJ: Merrill Prentice Hall.
Ross, S. M., Sheard, M. K., Cheung, A., Slavin, R. E., Tracey, L., & Elliott, L. (2011). Promoting students social-emotional learning and prosocial behavior: Longitudinal evaluation of the Together 4 All program in Northern Ireland. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.
Strahl, J. D., Lowther, D. L., & Ross, S.M. (2010). Assessing the impact of providing laptop computers to students. In J.A. Morrell (Ed.) Evaluation in the Face of Uncertainty: Anticipating Surprise and Responding to the Inevitable (pp. 210-213). New York, NY: The Guilford Press
Inan, F.A., Lowther, D.L., Ross, S.M., & Strahl, J.D. (2010). Pattern of Classroom Activities during Students Use of Computers: Relations between Instructional Strategies and Computer Applications. Teaching and Teacher Education, 26(3), 540-546.
Ross, S., Morrison, G., Lowther, D. (2010). Educational technology research past and present: Balancing rigor and relevance to impact school learning.. Contemporary Educational Technology, 1(1), 17-25.
Sheard, M. K. & Ross, S. M. (August, 2010). Evaluating the effectiveness of an intervention programme for social-emotional learning. European Association for Research on Learning and Instruction Conference. Leuven, Belgium. August 25-27.
Morrison, G. R., Ross, S, M., Kemp, J. E. & Kalman, H. (2010). Designing Effective Instruction (6th Edition). Hoboken, NJ: Wiley & Sons.
Ross, S., Morrison, G. (2009). The role of evaluation in instructional design. In K. Silber & R. Foshay (Ed.), Handbook of improving performance in the workplace. Instructional design and training delivery. (vol. 1, pp. 554-576). San Francisco, CA: Pfieffer.
Beckett, M., Borman, G., Capizzano, J., Parsely, D., Ross, S., Schirm, A., Taylor, J. (2009). Structuring out-of-school time to improve academic achievement: A practice guide. (vol. NCEE #2009-012). Washington, DC: Institute of Educational Sciences. http://ies.ed.gov/ncee/wwc/publications/practiceguides
Munoz, M. A., & Ross, S. M. (2009). Supplemental educational services as a component of No Child Left Behind: A mixed-method analysis of its impact on student achievement. Planning and Changing, 40(3)135-139
Honors and Distinctions
Selected Recent Publications