Geoffrey Borman

Alice Wiley Snell Professor
TEMPE Campus


Trained as a quantitative methodologist at the University of Chicago, Dr. Borman (Ph.D., 1997) is the Alice Wiley Snell Endowed Professor. He previously served on the faculties of Johns Hopkins University and the University of Wisconsin-Madison. Dr. Borman's main substantive research interests revolve around the social distribution of the outcomes of schooling and the ways in which policies and practices can help address and overcome educational inequality. His current work focuses on racial stereotypes and how students' mindsets can foster school success. Dr. Borman's methodological background includes directing multiple federally funded Institute of Education Sciences (IES) Ph.D. training programs in causal inference and interdisciplinary research and advancing the design and analysis of large-scale randomized trials to answer "real-world," field-based cause-effect questions. He has led more than 25 randomized field trials, which have included randomization of students, classrooms or teachers, schools, and districts.

Dr. Borman's work is published in the top overall scientific journals in the world, such as the Proceedings of the National Academy of Sciences, the most respected education journals, including American Educational Research Journal, Review of Educational ResearchEducational Evaluation and Policy Analysis, and Sociology of Education, and the top psychology journals, including Psychological Science, Frontiers in Psychology, and Journal of Educational Psychology. His work is also regularly featured in the popular media, including outlets such as Time, the Washington Post, the New York Times, USA Today, and Education Week. Dr. Borman has been the recipient of a number of national awards, including a 2002 National Academy of Education Postdoctoral Fellowship Award, the 2004 Raymond Cattell Early Career Award from the American Educational Research Association (AERA), the 2004 AERA Review of Research Award, the 2008 AERA Palmer O. Johnson Award, and he has been selected on multiple occasions by Education Week as one of the top 200 scholars having the most significant influence on U.S. education practice and policy. In 2009, his significant contributions to the field of education research were recognized by his nomination and selection as a Fellow of the AERA. In 2015, Dr. Borman was awarded the Vilas Distinguished Achievement Professorship from the University of Wisconsin-Madison, in 2020, the Foundation Professorship from Arizona State University, and in 2021, the Alice Wiley Snell Endowed Professorship. 


Ph.D. (1997), University of Chicago, Department of Education; Measurement, Evaluation, and Statistical Analysis (MESA) Program.


Publications (recent and selected)


Borman, G.D., & Boulay, M. (Eds.) (2004). Summer learning: Research, policies, and programs. Mahwah, NJ: Erlbaum.

Borman, G.D., Stringfield, S.C., & Slavin, R.E. (Eds.) (2001). Title I: Compensatory education at the crossroads. Mahwah, NJ: Erlbaum.

Journal Articles and Book Chapters

Borman, G.D., Yang, H., Xie, X. (2020). A quasi-experimental study of the Kids Read Now summer reading program. Journal of Education for Students Placed at Risk.

Borman, G.D., Choi, Y., & Hall, G.J. (2020). The academic impacts of a brief middle-school self-affirmation intervention help propel African American and Latino students through high school. Journal of Educational Psychology. Advance online publication. 10.1037/edu0000570

Pyne, J., & Borman, G.D. (2020). Replicating a scalable intervention that helps students reappraise academic and social adversity during the transition to middle school. Journal of Research on Educational Effectiveness, 13, 652-678.

Borman, G.D., Borman, T.H., Park, S., & Houghton, S. (2019). A multisite randomized controlled trial of the effectiveness of Descubriendo la Lectura. American Educational Research Journal, 57, 1995-2020.

Borman, T.H., Borman, G.D., Houghton, S., Zhu, B., Martin, A., & Wilkinson-Flicker, S. (2019). Addressing the literacy needs of struggling Spanish-speaking first graders: First-year results from a national randomized controlled trial of Descubriendo la Lectura. AERA Open, 5(3), 1-14.

Borman, G.D., Rozek, C., Pyne, J., & Hanselman, P. (2019). Reappraising academic and social adversity improves middle-school students’ academic achievement, behavior, and well-being. Proceedings of the National Academy of Sciences, 116, 16286-16291.

Borman, G., Grigg, J., Rozek, C., Hanselman, P., & Dewey, N. (2018). Self-affirmation effects are produced by school context, student engagement with the intervention, and time: Lessons from a district-wide implementation. Psychological Science, 29, 1773-1784.

Pyne, J., Rozek, C.S., & Borman, G.D. (2018). Assessing malleable social-psychological academic attitudes in early adolescence. Journal of School Psychology, 71, 57-71.

Tibbetts, Y., Priniski, S.J., Hecht, C.A., Borman, G.D., & Harackiewicz, J.M. (2018). Different institutions and different values: Exploring first-generation student fit at 2-year colleges. Frontiers of Psychology, 9, 502. doi:10.3389/fpsyg.2018.00502

Borman, G.D. (2017). Advancing values affirmation as a scalable strategy for mitigating identity threats and narrowing national achievement gaps. Proceedings of the National Academy of Sciences, 114, 7486-7488.

Hanselman, P., Rozek, C., Grigg, J., Pyne, J., & Borman, G.D. (2017). New evidence on self-affirmation effects and theorized sources of heterogeneity from large-scale replications. Journal of Educational Psychology, 109, 405-424.

Borman, G.D., & Pyne, J. (2016). What if Coleman had known about stereotype threat? How social-psychological theory can help mitigate educational inequality. RSF: The Russell Sage Foundation Journal of the Social Sciences, 2(5), 164-185.

Borman, G.D., Grigg, J., & Hanselman, P. (2016). An effort to close achievement gaps at scale through self-affirmation. Educational Evaluation and Policy Analysis, 38, 21-42.

Hanselman, P., Bruch, S.K., Gamoran, A., & Borman, G.D. (2014). Threat in context: School moderation of the impact of social identity threat on racial/ethnic achievement gaps. Sociology of Education, 87, 106-124.

Tipton, E., Hedges, L., Vaden-Kiernan, M., Borman, G., Sullivan, K., & Caverly, S. (2014).  Sample selection in randomized experiments: A new method using propensity score stratified sampling. Journal of Research on Educational Effectiveness, 7, 114-135.

Hanselman, P., & Borman, G.D. (2013). The impacts of Success for All on reading achievement in grades 3-5: Does intervening during the later elementary grades produce the same benefits as intervening early? Educational Evaluation and Policy Analysis, 35, 237-251.

Carlson, D., Borman, G.D., & Robinson, M. (2011). A multi-state district-level cluster randomized trial of the impact of data-driven reform on reading and mathematics achievement. Educational Evaluation and Policy Analysis, 33, 378-398.

Benson, J., & Borman, G.D. (2010). Family and contextual socioeconomic effects across seasons: When do they matter for the achievement growth of young children? Teachers College Record, 112, 1338-1390.

Borman, G.D., & Dowling, N.M. (2010). Schools and inequality: A multilevel analysis of Coleman’s Equality of Educational Opportunity data. Teachers College Record, 112, 1201-1246.

Beckett, M., Borman, G., Capizzano, J., Parsley, D., Ross, S., Schirm, A., & Taylor, J. (2009). Structuring out-of-school time to improve student academic achievement: A practice guide. Washington, DC: Institute of Education Sci­ences, U.S. Department of Education.

Borman, G.D. (2009). The use of randomized trials to inform education policy. In G. Sykes, B. Schneider, D.N. Plank (Eds.), Handbook of education policy research (pp. 129-138). New York: Routledge.

Borman, G.D., Benson, J, & Overman, L. (2009). A randomized field trial of the Fast ForWord Language computer-based training program. Educational Evaluation and Policy Analysis, 31, 82-106.

Borman, G.D., & Dowling, N.M. (2008). Teacher attrition and retention: A meta-analytic and narrative review of the research. Review of Educational Research, 78, 367-409.

Borman, G.D., Dowling, N.M., & Schneck, C. (2008). A multi-site cluster randomized field trial of Open Court Reading. Educational Evaluation and Policy Analysis, 30, 389-407.

Borman, G.D., Gamoran, A., & Bowdon, J. (2008). A randomized trial of teacher development in elementary science: First-year achievement effects. Journal of Research on Educational Effectiveness, 1, 237-264.

Kamil, M.L., Borman, G.D., Dole, J., Kral, C.C., Salinger, T., & Torgesen, J.(2008). Improving adolescent literacy: Effective classroom and intervention practices: A practice guide. Washington, DC: Institute of Education Sci­ences, U.S. Department of Education.

Borman, G.D., Slavin, R.E., Cheung, A., Chamberlain, A., Madden, N., & Chambers, B. (2007). Final reading outcomes of the national randomized field trial of Success for All. American Educational Research Journal, 44, 701-731.

Borman, G.D., & Dowling, N.M. (2006). The longitudinal achievement effects of multi-year summer school: Evidence from the Teach Baltimore randomized field trial. Educational Evaluation and Policy Analysis, 28, 25-48.

Borman, G.D., & Kimball, S. (2005). Teacher quality and educational equality: Do teachers with higher standards-based evaluation ratings close student achievement gaps? Elementary School Journal, 106, 3-20.

Borman, G.D., & Hewes, G. (2003). The long-term effects and cost-effectiveness of Success for All. Educational Evaluation and Policy Analysis, 24, 243-266.

Borman, G.D., Hewes, G.M., Overman, L.T., & Brown, S. (2003). Comprehensive school reform and achievement: A meta-analysis. Review of Educational Research, 73, 125-230.


Spring 2022
Course Number Course Title
EDU 502 Education Sciences 2
COE 502 Introduction to Data Analysis
Fall 2021
Course Number Course Title
EDU 501 Education Sciences 1
EPA 790 Reading and Conference
Spring 2021
Course Number Course Title
COE 502 Introduction to Data Analysis
EPA 691 Seminar

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