Author: Eric R. Banilower

  • Eric R. Banilower

    Eric R. Banilower, Vice President of Horizon Research, Inc. (HRI), received a Bachelor’s Degree in Physics from Haverford College. He has also completed his doctoral coursework in Curriculum and Instruction at the University of North Carolina at Chapel Hill, with an emphasis on research design and data analysis methods. In addition to teaching science at the high school level, Mr. Banilower worked with the California Scope, Sequence, and Coordination project developing curriculum and assessment materials for the California science reform project. Mr. Banilower joined HRI in 1997 and has worked on a number of research and evaluation projects, including the national core evaluation of NSF’s Local Systemic Change through Teacher Enhancement program. He has also led the evaluation of a number of NSF-funded projects, as well as the evaluation of Pennsylvania’s Science: It’s Elementary initiative, aimed at improving elementary school science instruction throughout the state. Part of this work included developing instruments to assess the alignment of different elements of the education system for instituting widespread reform. More recently, he was PI of two NSF-funded projects. The first was Assessing the Impact of the MSPs (AIM): K–8 Science, which developed instruments and conducted cross-MSP research about the use of learning-theory-based professional development. The second was the 2012 National Survey of Science and Mathematics Education, which collected data from a nationally representative sample of schools and teachers to ascertain the status of the K–12 science and mathematics education system. Currently, Mr. Banilower is PI of the 2018 NSSME+, the sixth iteration of the National Survey of Science and Mathematics Education (the plus symbol reflecting the addition of computer science to the study). In addition, he directs the evaluation of several projects spanning the K–16 education system with a wide variety of foci, including curriculum development, preservice teacher education, and professional development for inservice teachers. He also works on the evaluations of projects that address informal STEM education.