► Professional Experience Brad Rose is a Brandeis University and Stanford University-trained applied sociologist who has 20 years of experience designing and conducting program evaluations and applied social research initiatives for philanthropies, educational institutions, non-profit organizations, and state agencies. In conducting evaluations Brad systematically collects, analyzes, and interprets data about the activities, characteristics, and outcomes of programs so that he may assist organizational leaders, program managers, funders, and community stakeholders to make data-informed judgments about programs’ effectiveness and value. He has conducted program evaluations for a range of clients, including: ▫ Andrew W, Mellon Foundation ▫ Brown University, Office of Institutional Diversity ▫ Massachusetts Department of Education ▫ University of Massachusetts Medical School, Office of Community Programs ▫ City Year ▫ Merrimack College ▫ ACCESS Boston ▫ Harvard Summer Research Program in Ecology ▫New England Resource Center for Higher Education ▫ Massachusetts Service Alliance ▫ Boston Partnership for Higher Education ▫ Center for Applied Special Technology (CAST) ▫ Massachusetts Campus Compact, Tufts University ▫ Indiana Campus Compact ▫ Brandeis University Center for Human Resources ▫ SchoolWorks LLC ▫ The Charles and Lynn Schusterman Family Foundation ▫ Partnership for Excellence in Jewish Education ▫ Future Management Systems ▫ National Center on Family Homelessness Brad has also conducted research-based organization development consultations for management consulting firms, including Goodmeasure, Inc., the Cambridge-based management consulting company founded by Barry Stein and Roseabeth Moss Kantor a of the Harvard Business School. His work in the private sector includes consultations with a variety of Fortune 500 companies, among them, Ford Motor Company, IBM, Corning Inc., GE, and Campbell's Soup Company. Prior to founding his consulting practice in 1996, Brad served as a program evaluator and later, the assistant director of a national, non-profit association of college and university presidents, located at Brown University. ► Approach Brad brings to the practical challenges involved in determining program effectiveness, experience-based knowledge of organization- and program-design; a broad interdisciplinary graduate training in the social and behavioral sciences (M.A., Education and Ph.D., Sociology); and a collaborative approach to client engagements. Often, Brad works with clients from the initial stages of program conceptualization (i.e., identification of potential funders, specification of project goals, program logic modeling, proposal writing, etc.) through program implementation, to the measurement of program outcomes/impacts. His focus on "developmental evaluation" helps program managers, funders, and stakeholders to ensure successful program design, accurately measure the results of interventions, and make timely adjustments in order to maximize positive program impacts. His professional experience in both the for-profit and not-for-profit sectors, together with his sensitivity to the issues of building organizational capacity, enables him to assist organizations and their leaders to expeditiously accomplish immediate program objectives and to achieve longer-term organizational goals. Brad utilizes both qualitative and quantitative methodologies, and is strongly committed to evaluation and research strategies that:
► Previous Projects Brad has conducted program evaluations of, and applied research initiatives for, a range of educational, community-partnership, youth development, and human services initiatives, including: ▪ philanthropic grant-making efforts ▪ statewide, K-12 education reform initiatives ▪ community-based mentoring programs for at-risk students ▪ youth leadership development programs ▪ school and school district performance-improvement initiatives ▪ statewide, school-based social and human service programs ▪ university/community partnerships ▪ federally funded college and university-based community service learning programs ▪ school-to-career initiatives ▪ school and community-based after-school programs ▪ community-based health education and medical personnel training programs ▪ domestic violence prevention programs ▪ higher ed. faculty development programs ▪ school effectiveness assessments ► Skills and Methods • Formative and Summative evaluation design and implementation • Quantitative and qualitative data analysis • Strategic planning • Program conceptualization and design • Logic modeling • Proposal development • Focus groups • In-depth, individual interviews • Web Survey design and implementation • Archival research • Participant observation • Case studies • Report writing and editing ► Education Brad earned a Ph.D. in Sociology from Brandeis University (1994), a Master's degree in Education from Stanford University (1986), and a Master’s degree in Educational Technology from California State University, San Francisco (1985). He earned an undergraduate degree in English from UCLA (1975). He is a member of the American Sociological Association and the American Evaluation Association. He lives with his wife and daughter, in Wellesley, Massachusetts. HIGHLIGHTS PROGRAM EVALUATION PROJECTS: 1996- Present ▪ For the Associate Provost and the Office of Institutional Diversity, Brown University, conducted an organizational assessment of the Third World Transition Program (TWTP), a pre-orientation program for newly entering, first-year, minority students at Brown University. The program review collected data on the program’s mission, operation, and outcomes; identified benefits to program participants and the Brown University community; and provided recommendations to the University for improving the program’s effectiveness. ▪ For the Andrew W. Mellon Foundation, conducted a program review of the Foundation's Mellon Mays Undergraduate Fellowship program which has involved 2700 students at more than 70 colleges and universities in a unique program that seeks to increase the number of minority students, and others with a demonstrated commitment to diversity in higher education, to pursue Ph.D.s in core fields in the Arts and Sciences. The program review gathered information that documented the 20 year-old program's achievements and challenges; indicated the effects of the program on participants and program stakeholders; and provided information that was designed to strengthen the future operation of the program. The program review investigated how participants and institutions have been affected by the program; the kinds of program-related challenges program stakeholders encountered; and the kinds of changes program stakeholders (i.e., participants, alumni, and program coordinators) suggested for refining and strengthening the program. ▪ For the Massachusetts Department of Education, designed and conducted a program evaluation of Project FOCUS Academy (PFA) a three-year, state-wide professional development initiative designed to deliver through on-line courses and in-person technical assistance, professional development programs for educators, family members, and community members. Funded under the auspices of federal Office of Special Education Programs, PFA assists participating high schools to develop communities of practice in which school personnel, youth, family members, service agency personnel and community members acquire the knowledge and skills necessary to ensure that all students reach high academic achievement, develop sound career goals, and obtain leadership and self-advocacy skills that will result in successful post-school outcomes. ▪ For Americans for the Arts--Animating Democracy-- Arts and Civic Engagement Impact Initiative. Provide evaluation consulting services to a national initiative of Americans for the Arts that seeks to provide artists, and arts funders with tools to measure the social impact of their artistic performances and practices. ▪ For the Massachusetts Department of Education designed and conducted an evaluation of School Linked Services, a statewide program that links at-risk students and their families with supportive social and human services in 40 communities in Massachusetts. The two-year evaluation provided program designers with recommendations for refining program implementation and for enhancing program effectiveness. ▪ For the University of Massachusetts Medical School, Office of Community Programs, designed and implemented a comprehensive program assessment and strategic planning initiative for the Massachusetts Area Health Education Centers (AHEC) network. The statewide AHEC network is designed to implement community-based programs to improve the supply, distribution, diversity and quality of health care professionals through community/academic partnerships, and to improve access to quality health care for underserved areas and underserved populations. ▪ For the national office of City Year, provided evaluation consulting services to the Vice President of Research and Evaluation for City Year’s, multi-year, ‘Evidence of Impact Studies,’ a series of evaluation initiatives designed to measure the impact of City Year’s programming on participants, communities, and corporate partners. ▪ Consulted to senior Massachusetts Department of Education leaders on the design and piloting of a pilot, state-wide, School District Performance Evaluation project. ▪ For the Nellie Mae Foundation and Massachusetts Campus Compact, at Tufts University, designed and conducted a two-year, multi-site, evaluation of college and university student-provided after-school tutoring programs in Massachusetts that serve educationally at-risk elementary students. ▪ For the Massachusetts Department of Education, conducted fact-finding visits, panel reviews, and charter school reviews of Massachusetts’ elementary, middle, and high schools. Wrote reports for the Commissioner of Education that documented school challenges and assessed prospects for school improvement in a range of school districts throughout the state. ▪ For the Boston-based, national philanthropy, the Partnership for Excellence in Jewish Education (PEJE), designed and conducted a program evaluation of PEJE’s Resources Development Initiatives Grant Program, a program that provides technical expertise to day schools by furnishing fundraising consultants who assist schools to strengthen their schools’ development/fundraising capacities. Made recommendations to PEJE leaders for enhancing the program’s long-term effectiveness. ▪ For Massachusetts Campus Compact (MACC) and the Corporation for National and Community Service conducted a summative evaluation of MACC’s Learn and Serve grant program, a three-year grant program that supports campus/community partnerships and community-based research projects. ▪ For the Massachusetts Service Alliance, one of the State’s largest not-for profit organizations, designed and conducted an evaluation of a 50-site, multi-year youth mentoring initiative funded by the Massachusetts state legislature and the Corporation for National and Community Service. ▪ For the National Center on Family Homelessness, a national organization that addresses the needs of homeless families, designed and conducted an evaluation of a pilot domestic violence prevention program that serves the health, mental health, and educational needs of families with pre-school aged children. ▪ On behalf of New England Resource Center for Higher Education, conducted an evaluation of a national- scope faculty development project, “Civic Engagement in Higher Education: Faculty Professional Service and the Scholarship of Engagement.” ▪ Evaluated the effectiveness of the Massachusetts Service Alliance’s 26 AmeriCorps programs, throughout Massachusetts. ▪ For the President of Merrimack College, designed and conducted a program effectiveness assessment of the college’s Urban Resource Institute (URI), a college-community partnership serving the city of Lawrence and the Merrimack Valley region. The evaluation proposed recommendations for restructuring URI and the college’s approach to campus/community partnerships. ▪ For Massachusetts Campus Compact (MACC), conducted an evaluation of the MACC VISTA program, a program designed to assist colleges and universities to better address the needs of communities through a variety of campus coordinated community service initiatives. ▪ For the U.S Department of Education’s Regional Laboratory at Brown University, developed and implemented a program evaluation of a multi-site, urban educational reform initiative in the Boston public schools. ▪ Designed and implemented a comprehensive evaluation of Indiana Campus Compact’s Lilly Endowment- sponsored service learning and faculty development programs serving 30 Indiana college and university campuses. ▪ For Massachusetts Campus Compact and the New England Resource Center for Higher Education, conducted an evaluation of the MACC Community Service Directors Think Tank, a two-year professional development initiative offered to 30 Community Service Directors from Massachusetts’ colleges and universities. ▪ For the Massachusetts Service Alliance, designed and conducted a program evaluation of a 60-site, community- and school-based after-school service learning initiative. ▪ For the Director of Tufts University’s College of Citizenship and Public Service, conducted a organizational review of the leadership structure of Massachusetts Campus Compact, a membership organization of 60 college and university presidents which is hosted by Tufts University. Provided evidence- based recommendations for re-structuring the organization’s design and leadership roles. ▪ For SchoolWorks, LLC, a Boston-area educational consulting company, conducted a comprehensive evaluation of the Foxboro Regional Charter School, in preparation for the school’s re-licensing by the Massachusetts Department of Education. ▪ For Future Management Systems and the Massachusetts Department of Education, designed and conducted a three-year evaluation of ‘Project Focus’ a multi-agency collaboration designed to provide pre- service and professional development activities for educators, parents, students, and other interested stakeholders. Partnering organizations included the Institute for Community Inclusion, The Federation for Children with Special Needs, the Massachusetts Department of Public Health, and the Massachusetts Department of Education. ▪ On behalf of the Massachusetts Department of Education – conducted an evaluation of a Boston-area Charter School to determine the school’s eligibility for re-licensing. Wrote report for the Board of Education, which described the school’s academic, organizational, and leadership capacities. ▪ In partnership with Future Management Systems, conducted and organizational assessment of the Walker Home and School, a non-profit organization based in Needham, Massachusetts, that provides a range of services to emotionally, behaviorally, and learning disabled students and their families. Provided recommendations for enhancing the effectiveness of the organization’s leadership team and management structure. ▪ Consulted to the Director of School Support Services, Fall River Public Schools to develop a School Improvement Plan review instrument and review process. Reviewed the district’s school improvement plans for Fall River’s elementary schools, and provided recommendations for monitoring the implementation of school improvement plans. ▪ For SchoolWorks, LLC and Philadelphia Public Schools, conducted data analysis and wrote report analyzing the effectiveness of Philadelphia’s School Assistance Teams (SATs) in providing targeted assistance to under-performing district schools. The report synthesized data collected from 50 School Assistance Team meetings, and included analysis of quantitative and qualitative measures of teams’ effectiveness in providing aid to schools. |
| Brad Rose, Ph.D. Program Evaluation and Applied Research ▪ E-mail: bradrose1@comcast.net ▪ Web: www.bradroseconsulting.com |
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