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Wrong Sarah Lubienski?

Sarah Theule Lubienski

Professor of Curriculum and Instruction

U. of I. College of Education

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I agree to the Terms of Service and Privacy Policy. I understand that I will receive a subscription to ZoomInfo Community Edition at no charge in exchange for downloading and installing the ZoomInfo Contact Contributor utility which, among other features, involves sharing my business contacts as well as headers and signature blocks from emails that I receive.

U. of I. College of Education

Background Information

Employment History

Interim Dean

University of Illinois at Urbana-Champaign


Int Dean, Grad College

University of Illinois


Chairperson of the NAEP Research Special Interest Group

American Educational Research Association


Mathematics Education Courses In the Department of Curriculum and Instruction Teacher

Iowa State University


University of Illinois


Web References(84 Total References)


Vol. 10, No. 7 - 11 March 2009 - California Online Mathematics Education Times (COMET)

comet.cmpso.org [cached]

Sarah Lubienski, a professor of curriculum and instruction in the U. of I. College of Education, says teacher certification and reform-oriented teaching practices correlated positively with higher achievement on the National Assessment of Educational Progress (NAEP) exam for public-school students.
"According to our results, schools that hired more certified teachers and had a curriculum that de-emphasized learning by rote tended to do better on standardized math tests," Lubienski said. "And public schools had more of both." To account for the difference in test scores, Lubienski and her co-authors, education professor Christopher Lubienski (her husband) and doctoral student Corinna Crane, looked at five critical factors: school size, class size, parental involvement, teacher certification and instructional practices.


Vol. 10, No. 7 - 11 March 2009 - California Online Mathematics Education Times (COMET)

comet.cmpso.org [cached]

Sarah Lubienski, a professor of curriculum and instruction in the U. of I. College of Education, says teacher certification and reform-oriented teaching practices correlated positively with higher achievement on the National Assessment of Educational Progress (NAEP) exam for public-school students.
"According to our results, schools that hired more certified teachers and had a curriculum that de-emphasized learning by rote tended to do better on standardized math tests," Lubienski said. "And public schools had more of both." To account for the difference in test scores, Lubienski and her co-authors, education professor Christopher Lubienski (her husband) and doctoral student Corinna Crane, looked at five critical factors: school size, class size, parental involvement, teacher certification and instructional practices.


The Great Lakes Center for Education Research and Practice

www.greatlakescenter.org [cached]

By Christopher Lubienski and Sarah Theule Lubienski, University of Illinois (January, 2006)


Governing Board

www.aera.net [cached]

Sarah Lubienski
Associate Professor of Education University of Illinois at Urbana-Champaign


Board Biographies

www.aera.net [cached]

Sarah Theule Lubienski is an Associate Professor of Curriculum and Instruction in the College of Education at the University of Illinois, Urbana-Champaign.
Her research focuses on inequities in students' mathematics outcomes, and in the policies and practices that shape those outcomes. She has examined social class, race/ethnicity, and gender in large-scale studies using NAEP and ECLS-K data, as well as in smaller, classroom-based studies. Dr. Lubienski has served as Principal Investigator of four IES/NCES-funded projects and has published widely in the areas of mathematics education and policy. She has served as Chairperson of the NAEP Research Special Interest Group of AERA and recently received the Outstanding Reviewer Award from Educational Evaluation and Policy Analysis.


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