CRP Associates

Gail L. Sunderman
Senior Research Associate

Email: glsunderman@yahoo.com

Gail Sunderman is a Senior Research Associate in K-12 Education for the Civil Rights Project at UCLA. Her research focuses on educational policy and politics, and urban school reform, including the development and implementation of education policy and the impact of policy on the educational opportunities for at-risk students. At the Civil Rights Project, she directs a five-year study examining the implementation of the No Child Left Behind Act of 2001. She is co-author of the book, NCLB Meets School Realities: Lessons from the Field (with James S. Kim and Gary Orfield, 2005) and editor of Holding NCLB Accountable: Achieving Accountability, Equity, and School Reform, published in 2008. Prior research includes studies on the implementation of Title I schoolwide programs, governance reform in the Chicago Public Schools, and understanding institutional and organizational constraints on implementing school reform initiatives. Her work has appeared in Harvard Educational Review, Teacher’s College Record, Publius, and Educational Researcher. She is a former Fulbright Scholar to Afghanistan and received her Ph.D. in political science from the University of Chicago.

Recent publications and reports include:

Sunderman, G. L. (Ed.). (2008). Holding NCLB accountable: Achieving accountability, equity, and school reform. Thousand Oaks, CA: Corwin Press.

Sunderman, G. L., Kim, J. S., & Orfield, G. (2005). NCLB meets school realities: Lessons from the field. Thousand Oaks, CA: Corwin Press. (Award finalist "Best Books 2005" USA Book News)

Wong, K. K. & Sunderman, G. L. (2007). Education accountability as a presidential priority: No Child Left Behind and the Bush presidency. Publius: The Journal of Federalism, 37(3), 333-350. Originally published online on May 16, 2007.

Sunderman, G. L. & Kim, J. S. (2007). The expansion of federal power and the politics of implementing the No Child Left Behind Act. Teacher’s College Record, 109(5), 1057-1085. Originally published online on November 3, 2005.

Sunderman, G. L. & Orfield, G. (2006). Domesticating a revolution: No Child Left Behind reforms and state administrative response. Harvard Educational Review, 76(4), 526-556.

Kim, J. S. & Sunderman, G. L. (2005). Measuring academic proficiency under the No Child Left Behind Act: Implications for educational equity. Educational Researcher, 34(8) 2-13.

Sunderman, G. L. (2007). Supplemental educational services under NCLB: Implementation update. Los Angeles, CA: The Civil Rights Project, UCLA.

Owens, A. & Sunderman, G. L. (2006). School accountability under NCLB: Aid or obstacle for measuring racial equity? Cambridge, MA: The Civil Rights Project at Harvard University.

Sunderman, G. L. & Orfield, G. (2006). Domesticating a revolution: No Child Left Behind and state administrative response. Cambridge, MA: The Civil Rights Project at Harvard University.

Sunderman, G. L. (2006). The unraveling of No Child Left Behind: How negotiated changes transform the law. Cambridge, MA: The Civil Rights Project at Harvard University.

Tracey, C. A., Sunderman, G. L. & Orfield, G. (2005). Changing NCLB district accountability standards: Implications for racial equity. Cambridge, MA: The Civil Rights Project at Harvard University.

Sunderman, G. L. & Kim, J. (2005). Teacher quality: Equalizing educational opportunities and outcomes. Cambridge, MA: The Civil Rights Project at Harvard University.

Batt, L. Kim, J., & Sunderman, G. L. (2005). Limited English proficient students: Increased accountability under NCLB. Cambridge, MA: The Civil Rights Project at Harvard University.

Sunderman, G. L., Tracey, C. A., Kim, J. & Orfield, G. (2004). Listening to teachers: Classroom realities and No Child Left Behind. Cambridge, MA: The Civil Rights Project at Harvard University.

Sunderman, G. L. & Kim, J. (2004). Expansion of federal power in American education: Federal-state relationships under the No Child Left Behind Act, year one. Cambridge, MA: The Civil Rights Project at Harvard University.

Kim, J. & Sunderman, G. L. (2004). Large mandates and limited resources: State response to the No Child Left Behind Act and implications for accountability. Cambridge, MA: The Civil Rights Project at Harvard University.

Sunderman, G. L. & Kim, J. (2004). Increasing bureaucracy or increasing opportunities? School district experience with supplemental educational services. Cambridge, MA: The Civil Rights Project at Harvard University.

Kim, J. & Sunderman, G. L. (2004). Does NCLB provide good choices for students in low-performing schools? Cambridge, MA: The Civil Rights Project at Harvard University.