96 Morton Street, 7th Floor
New York, NY 10014
Naomi Hupert leads initiatives that seek to address the needs of students who struggle to meet grade-level academic benchmarks and to identify supports required to provide all students with engaging and challenging academic instruction. Over the last 15 years, her research and development (R&D) and program evaluation work has had a special focus on the use of technology to support teachers and students.
Hupert is a co-Principal Investigator of the most recent phase of eight 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 large-scale, randomized controlled 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 featuring public media resources. She also serves as the PI of formative and summative evaluations of Sesame Workshop programs that target early learning in a range of content areas.
Recently, Hupert served as a literacy content developer for the PowerUp What Works online professional development resource developed by EDC, AIR and CAST. Previously, Hupert was the project director of an earlier phase of the Ready to Learn research that focused on literacy and served as a PI of formative and summative evaluations of New Mexico’s K–3 Reading First program implementation.
Hupert is the co-author of a 2014 post, Universal Design for Learning (UDL): Facilitating Access and Participation for All Students, published on A Platform for Good’s blog. 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).
In 2014, Hupert presented sessions at the Annual Society for Information Technology and Teacher Education Conference, the Annual Conference of the Association of Mathematics Teacher Educators, and the Head Start National Research Conference. 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.