96 Morton Street, 7th Floor
New York, NY 10014
Naomi Hupert leads initiatives that seek to close opportunity gaps for students who struggle to meet grade-level academic benchmarks and to identify supports required to provide all students with engaging and challenging academic instruction. Her research and development (R&D) and program evaluation work has a special focus on the use of technology to support teachers and students (read Hupert’s blog post on universal design for learning).
Hupert is a co-Principal Investigator of EDC's long-term investigation of the influence of the Ready To Learn initiative on the early learning and school readiness of young children in high-need communities. In this capacity, she has co-led a series of studies, including a randomized controlled trial study that measured the benefits to children from low-income families of a media-rich early math curriculum supplement. In an earlier phase of this work, she was the project director of Ready To Learn research that focused on literacy and is included in the What Works Clearinghouse. In 2016, she contributed to three widely-distributed publications that shared findings from her Ready To Learn research: the report Reflections on the Ready to Learn Initiative 2010 to 2015; an article in Journal of Children and Media (Dramatic Change, Persistent Challenges: A Five-Year View of Children's Educational Media as Resources for Equity); and the EDC white paper Early STEM Learning and the Roles of Technologies.
Over the years, Hupert has led a wide variety of formative and summative evaluations that have guided program designers in improving delivery and content to enhance children’s and youth’s learning. She has examined the impact of Sesame Workshop’s programming on children and teachers in early learning settings, and has worked to evaluate Lawrence Hall of Science's development of multimedia educative curriculum materials (MECMs) to support middle school science teachers in teaching scientific argumentation. Recently, she concluded a small classroom implementation study of StarWalk Writer, a cloud-based platform that creates a collaborative environment for upper elementary and middle school reading, writing, and research. For seven years, she led formative and summative evaluations of New Mexico’s K–3 Reading First program implementation.
Previously, Hupert served as the literacy content developer for the PowerUp What Works professional development resource developed by EDC, AIR and CAST. Her findings appear in periodicals such as Early Childhood Research Quarterly (“Supplementing Literacy Instruction with a Media-Rich Intervention: Results of a Randomized Controlled Trial”), Journal of Computing in Teacher Education, and Journal of Research on Technology in Education. She is the lead author of the chapters “Using Technology-Assisted Progress Monitoring to Drive Improved Student Outcomes” and “Results in the Palms of Their Hands: Using Handheld Computers for Data-Driven Decision Making in the Classroom, and has co-authored numerous reports (Five States’ Efforts to Improve Adolescent Literacy).
Hupert regularly presents her findings at the annual conferences of such organizations as Games+Learning+Society (GLS), National Association for the Education of Young Children, National Head Start Association, International Society for Technology in Education, American Educational Research Association, Association for Mathematics Teacher Educators, Society for Information Technology and Teacher Education, and Society for Research on Educational Effectiveness. She has served as a proposal reviewer for the American Educational Research Association and the National Reading Conference.
Hupert holds a BA in American and British Literature from Scripps College and an MS in Education, with a specialization in literacy and language-related learning disabilities, from Bank Street College of Education.