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 the most recent phase of nine years of studies that EDC and SRI International have conducted to investigate children’s learning outcomes under the Ready To Learn initiative. In this phase, she has co-led a randomized controlled trial study on preschool mathematics learning that has measured the possible benefits to children from low-income families of a media-rich early math curriculum supplement. Recently, she coauthored two reports based on this research: PEG+CAT Content Study and Preschool Kids Can Use a PBS KIDS Transmedia Curriculum Supplement to Support Young Children's Mathematics Learning. She was the project director of an earlier phase of Ready To Learn research that focused on literacy; findings from this study's report are included in the What Works Clearinghouse.
She leads formative and summative evaluations that guide program designers in improving delivery and content to enhance children’s and youth’s learning. Currently, she is examining the impact of Sesame Workshop’s programming on children and teachers in early learning settings. She is also working 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.
Hupert was 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).
She regularly presents her findings at the conferences of such organizations as the 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 (AERA) 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.