96 Morton Street, 7th Floor
New York, NY 10014
Naomi Hupert's current work has focused on literacy: addressing the needs of students who struggle to meet grade-level benchmarks and supporting teachers and to provide high quality instruction to their students. This work has incorporated technology as a valuable tool and includes conducting evaluations of programs that make use of technology to support students as well as research examining ways in which technology can play a roll in facilitating learning.
Hupert's work also includes a focus on how teachers and other educators make decisions about students' academic environments and the ways in which access to relevant data can help inform those decisions. Currently, she directs the formative and summative evaluation of the New Mexico Reading First program that seeks to improve the literacy skills of at-risk students in grades K-3. In addition, she is Senior Methodologist for the National Institute for Literacy's Technical Assistance grant to identify K-3 schools with effective reading programs. A third project, for which she is Project Director, seeks to examine the potential for repurposing computer simulation models, developed for use in the medical community, to examine factors that impede or support the development of literacy within communities.
A published author, Hupert disseminates project findings through the preparation of technical reports, journal articles, book chapters, and professional presentations to a wide audience including researchers, educators and policy makers. She holds an MS in Education, with a specialization in literacy and language-related learning disabilities, from Bank Street College of Education. She has worked as a reading tutor for students with mild to moderate reading disabilities, and as a volunteer advocate for parents of students with learning and other disabilities.