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About Dr. Kathleen C. Haynie
Kathleen C. Haynie, Ph.D., is a Stanford-trained educational researcher and evaluator specializing in how learning innovations function in real-world settings. As Director of Haynie Research & Education, she has led research and evaluation efforts for large-scale initiatives funded by NSF, NIH, NASA, and the U.S. Department of Education, including statewide computer science pathways and national STEM participation programs.
Her work focuses on interpreting complex evidence: integrating quantitative and qualitative data to understand implementation, participation, and long-term impact. Drawing on a background in psychometrics and Evidence-Centered Design, she studies how learning changes as technologies increasingly participate in reasoning and instruction. Dr. Haynie helps research teams move beyond compliance evaluation toward meaningful explanation — clarifying what worked, for whom, and why in rapidly evolving educational environments.
Kathleen C. Haynie, Ph.D., is a Stanford-trained educational researcher and evaluator specializing in how learning innovations function in real-world settings. As Director of Haynie Research & Education, she has led research and evaluation efforts for large-scale initiatives funded by NSF, NIH, NASA, and the U.S. Department of Education, including statewide computer science pathways and national STEM participation programs.
Her work focuses on interpreting complex evidence: integrating quantitative and qualitative data to understand implementation, participation, and long-term impact. Drawing on a background in psychometrics and Evidence-Centered Design, she studies how learning changes as technologies increasingly participate in reasoning and instruction. Dr. Haynie helps research teams move beyond compliance evaluation toward meaningful explanation — clarifying what worked, for whom, and why in rapidly evolving educational environments.
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About Dr. Jerry L. Gorham
Jerry L. Gorham, Ed.D., is a psychometrician and assessment scientist specializing in high-stakes testing, adaptive measurement, and defensible assessment systems. Over nearly three decades he has held senior leadership roles at Educational Testing Service, Pearson VUE, and Ascend Learning, directing the development and delivery of large-scale certification and licensure examinations used by millions of candidates annually.
His expertise centers on maintaining validity under operational constraints: test design, statistical modeling, remote testing, and scalable delivery. Dr. Gorham brings deep experience translating measurement theory into functioning assessment programs, ensuring that results remain reliable and interpretable as testing technologies evolve.
Jerry L. Gorham, Ed.D., is a psychometrician and assessment scientist specializing in high-stakes testing, adaptive measurement, and defensible assessment systems. Over nearly three decades he has held senior leadership roles at Educational Testing Service, Pearson VUE, and Ascend Learning, directing the development and delivery of large-scale certification and licensure examinations used by millions of candidates annually.
His expertise centers on maintaining validity under operational constraints: test design, statistical modeling, remote testing, and scalable delivery. Dr. Gorham brings deep experience translating measurement theory into functioning assessment programs, ensuring that results remain reliable and interpretable as testing technologies evolve.