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Erling E. Boe
Professor
Co-Director, Center for Research and Evaluation in Social Policy ( CRESP)
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Education
1955: B.A., Psychology and Mathematics,
Concordia
College
1959: M.S., Psychology and Philosophy,
Washington
State
University
1962: Ph.D., Psychology and Philosophy,
Washington
State
University
1965–66: Postdoctoral Fellow (
U.S.
Public Health Service Fellowship),
Brown
University
Areas of Expertise
Teacher supply, demand, turnover and quality
Cross-national analysis of student achievement
Quantitative research methods
Statistics for educational research
Professional Biography
After
serving for two years as a line officer in the U.S. Navy, Dr. Boe earned a
Ph.D. in psychology from
Washington
State
University.
He subsequently held faculty appointments at the
University of
Victoria
(
Canada)
and the
University of
Washington
(
Seattle)
before completing a year of postdoctoral study in psychology at
Brown
University.
In 1966, he joined the Faculty of Education at the University of Pennsylvania,
where he has continued to serve in several roles, including professor (since
1980), associate dean (1969–71 and 1976–87), and acting dean (1976 and 1984).
With Dr. Robert F. Boruch, Dr. Boe co-founded the Center for Research and
Evaluation in Social Policy in 1992 and has continued as co-director with Dr.
Boruch since its inception.
Dr.
Boe has written widely on national issues and research on teacher supply,
demand, and quality. Among his various publications are an edited book entitled
Teacher Supply, Demand, and Quality: Policy Issues, Models, and Data Bases and
numerous research-based articles and reports on these topics. In addition,
various reports of research on student achievement in mathematics and science
in more than 40 nations have been issued. He has served on various advisory
panels on the supply and retention of personnel in the field of special
education.
Research Interests and Current Projects
Dr. Boe’s research interests include the supply, demand,
shortage, and qualifications of
U.S.
teachers (K–12); academic achievement in science and mathematics of
U.S.
students (K–12) in cross-national perspective; and educational reform
strategies based on incentives for academic performance. Current projects
include numerous analyses of the Schools and Staffing Survey and the Teacher
Followup Survey (with L. Cook) and the Third International Mathematics and
Science Study (with R. Boruch and H. May).
Courses Taught
EDUC 667: Introductory Statistics for Educational Research
EDUC 829: Policy Research Seminar
Selected Publications
Boe, E. E., & Cook, L. H. (2006). The chronic and
increasing shortage of fully-certified teachers in special and general
education. Exceptional Children, 72(4)
Boe, E. E., & Shin, S. (2005). Is the
United
States really losing the international horse
race in academic achievement? Phi Delta Kappan, 86(9)
Boe, E. E., May, H., & Boruch, R. F. (2002). Student
task persistence in the Third International Mathematics and Science Study: A
major source of achievement differences at the national, classroom, and student
levels. (Research Rep. No. 2002-TIMSS1).
Philadelphia:
University of
Pennsylvania,
Graduate
School
of Education, Center for Research and Evaluation in Social Policy
Boe, E. E., May, H., Barkanic, G., & Boruch, R. F.
(2001). Predictors of national differences in mathematics and science
achievement: Data from TIMSS for eighth grade students. (Research Rep. No.
2001-TIMSS1).
Philadelphia:
University of
Pennsylvania,
Graduate
School of Education, Center for
Research and Evaluation in Social Policy
Boe, E. E., & Gilford, D. M. (Eds.) (1992). Teacher
supply, demand, and quality: Policy issues, models, and data bases.
Washington,
DC:
National
Academy Press.
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