JENNIFER SLOAN MCCOMBS
RAND
1200 South Hayes St.
Arlington, VA 22202
jennifer_mccombs@rand.org
EDUCATION
2007
Ph.D., Public Policy, Columbia School, George Washington University
1992
B.A., East Asian Studies, College of William and Mary, VA
PROFESSIONAL EXPERIENCE
2014- present
Director, Behavioral and Policy Sciences Department, RAND
2013 - 2014
Associate Director, RAND Education, RAND, Washington, D.C.
2010 - present
Senior Policy Researcher, RAND, Washington, D.C.
2007 - 2010
Full Policy Researcher, RAND, Washington, D.C.
2005 - 2007
Full Policy Analyst, RAND, Washington, D.C.
2002 - 2005
Associate Policy Analyst, RAND, Washington, D.C.
2000 - 2002
Project Coordinator, RAND, Washington, D.C.
1997 - 2000
Research Consultant, RAND, Washington, D.C.
1995 - 1997
Legislative Aide, Maryland House of Delegates, Annapolis, MD
MAJOR RESEARCH PROJECTS
Education Policy

Co-Principal Investigator of a longitudinal study of summer learning programs in six
districts funded by the Wallace Foundation ($2 million 2011; $2.4 million 2012; $5 million
2013-2016). These voluntary summer programs serve low-income youth in urban
communities in an effort to help close the achievement gap. The study evaluates the
quality of programming and its effectiveness in improving student achievement, with a
focus on recommending improvements for future summers. Starting in summer 2013, we
began a randomized controlled trial in five of the six districts to understand the impact of
the program on student achievement and social-emotional outcomes.

Co-Principal Investigator of a summer learning study for the Wallace Foundation
($635,000 over 18 months). The study described both the need for summer learning
programs and the existing evidence for fashioning a coherent and comprehensive design
for effective, viable and sustainable summer learning programs in urban districts.
Jennifer Sloan McCombs, RAND

Co-Principal Investigator of a study investigating how capacity-building agents help
teachers build capacity for data use ($326,000 over26 months). The study uses
qualitative methods to investigate how teachers make sense of data and use it to inform
instruction and the role that data coaches, content coaches, and Professional Learning
Communities play in that process.

Task leader on an evaluation of the Intensive Partnership to Empower Effective Teachers
program, which supports human capital reform efforts of districts/charter management
organizations in Pittsburgh, Memphis, Hillsborough, and The College Ready Promise. The
goal of the initiative is to increase student achievement and high school and college
graduation. The study is tracking implementation of reform efforts, student outcomes,
and the extent to which similar types of reforms are spread or replicated in near-by and
peer districts and charter management organizations.

Co-Principal Investigator of a two-year study of the Wallace Foundation’s Out of School
Learning Initiative which funded OST system-building efforts in five cities—Boston,
Chicago, New York, Providence, and Washington, D.C. ($1.2 million over two years).
These programs provide afterschool opportunities free of charge to low-income students
in urban communities in order to expand the opportunities available to students and to
improve youth outcomes. The study investigate sites’ progress toward the development
of multi-organizational coordinated efforts for city-wide OST system improvement and
the development and use of management information systems to support and improve
OST program participation and quality.

Project Director for the evaluation of New York City’s 5th grade promotion policy
conducted for the New York City Department of Education ($3.36 million over four years).
This longitudinal study examined: (1) policy implementation, factors affecting
implementation, and implementation progress over time; (2) the impact of the policy on
student academic and social-emotional outcomes; and (3) the links between
implementation and desired outcomes.

Co-Principal Investigator of an evaluation that assessed the implementation and impact of
reading coaches in Florida middle schools ($681,185 over 18 months), funded by the
Carnegie Corporation of New York. This study examined the implementation and effects
of literacy coaches and filled a major gap in our understanding of the impact of coaching
on student performance, what conditions and supports are necessary for implementing an
effective coaching system, and which coaching practices are associated with stronger
student outcomes.

Worked on a project for the National Science Foundation (as part of the Inter- Agency
Educational Research Initiative) on scaling up standards-based accountability under the
No Child Left Behind Act of 2001. The research was conducted in three states and is
gathering data over four years from teachers, principals, and district and state officials
using a combination of questionnaires, interviews, and artifact examination.
Responsibilities include developing of principal and teacher surveys, interviewing state
and district officials, conducting case studies, and co-authoring publications.
Jennifer Sloan McCombs, RAND

Co-Principal Investigator for a national evaluation of the Teachers for a New Era initiative.
Teachers for a New Era aimed to stimulate construction of excellent teacher education
programs at selected colleges and universities. This was a multi-year evaluation of reform
efforts in teacher preparation programs at universities participating in Teachers for a New
Era. The evaluation examined implementation of specific program elements and outcome
measures associated with the reformed programs.

Principal Investigator for a project that provided technical assistance to the Carnegie
Corporation of New York for its Reading to Learn initiative, intended to provide
information and leadership for improved polices, practice, and a research agenda
intended to support the nation’s goal that all adolescents are able to read to learn. The
technical assistance included forming a small study group, providing a quantitative
snapshot of adolescent literacy, and holding workshops around issues of literacy
assessment and professional development.

Participated in a multi-year project evaluating Title I and Comprehensive School Reform
Demonstration programs for the Department of Education. This project used nationally
representative data collected through the National Longitudinal Survey of Schools to
examine the implementation and outcomes of school reform efforts with a particular
focus on implementation of the provisions added in the 1994 reauthorization of the Title I
program that were designed to support such improvements.
Organization Research

Participated in a project that examined methods of improving performance of the DoD
Disability Evaluation System with an emphasis on improving consistent policy
application. The project focused training interventions, the adoption of a management
information system, organizational changes, and personnel policy and personnel
management changes.

Participated in a project that examined the future of the Naval Sea Systems Command for
2007. The study recommended competencies and an organizational structure to support
those competencies and activities.

Participated in a study that described and provided case studies for alternative structures
and organizational forms beyond contracting out that government agencies can adopt in
order to perform their missions more effectively.
Jennifer Sloan McCombs, RAND
Military Manpower
 Task leader of the metrics subcommittee for the Military Leadership Diversity
Commission, a federal commission mandated by Congress, which was charged with
investigating the representation of minorities in leadership positions throughout the
military.
 Participated in a study that supported the transformation of the military health system
(MHS) by examining several issues related to medical education and training. The study
used qualitative methods to determine how best to prepare MHS’s medical leaders
(officers, enlisted personnel, and DoD civilians) for leading complex organizations and for
performing successfully in “joint” environments, i.e., working with other agencies, nations,
and military services.
 Participated in a study that examined minority representation in the Special Operations
Forces, assessed the extent of underrepresentation of minorities in these units, examined
reasons for underrepresentation, and provided policy recommendations to improve
minority representation. This study used qualitative methods to investigate reasons for
underrepresentation and quantitative methods to determine the extent of
underrepresentation in the Special Operation Forces.
PUBLICATIONS AND PRESENTATIONS
Peer-Reviewed Reports
McCombs, J.S., Pane, J, Augustine, C.H., Schwartz, H.L., and Zakaras, L. (2014). Ready for Fall?
Near-Term Effects of Voluntary Summer Learning Programs on Low-Income Students
Learning Opportunities and Outcomes, RR-815-WF, Santa Monica, CA: RAND Corp.
Augustine, C.H., McCombs, J.S., Schwartz, H.L., and Zakaras, L. (2013). Getting to Work on
Summer Learning, RR-366-WF, Santa Monica, CA: RAND Corp.
McCombs, J.S., Augustine, C.H., Schwartz, H.L., Bodilly, S.J., McInnis, B., Lichter, D.S., and Cross,
A.(2011). Making Summer Count: How Summer Programs Can Boost Children’s Learning,
MG-1120-WF, Santa Monica, CA: RAND Corp.
Kirby, S.N, Marsh, J.A., McCombs, J.S., Thie, H., Xia, N. and Sollinger, J. (2011). Developing
Military Health Care Leaders: Insights from the Military, Civilian, and Government Sectors,
MG-967-OSD, Santa Monica, CA: RAND Corp.
McCombs, J.S., Orr, N. Bodilly, S., Naftel, S., Constant, L., Scherer, E., Gershwin, D. (2010) Hours
of Opportunity: Part II: The Power of Data to Improve After School Programs City-wide.
Santa Monica, CA: RAND.
McCombs, J.S., Bodilly, S., Orr, N., Naftel, S., Scherer, E., Constant, L., Gershwin, D. (2010) Hours
of Opportunity: Part III: Profiles of Five Cities Improving Afterschool Programs Through a
Systems Approach. Santa Monica, CA: RAND.
Jennifer Sloan McCombs, RAND
Bodilly, S., McCombs, J.S., Orr, N., Scherer, E., Constant, L., Gershwin, D. (2010). Hours of
Opportunity: Part I: Lessons from Five Cities on Building Systems to Improve After School,
Summer School and Other Out of School Time Programs. Santa Monica, CA: RAND.
McCombs, J.S., Kirby, S.N., Mariano, L., Eds. (2009). Ending Social Promotion Without Leaving
Children Behind: The Case of New York City. Santa Monica, CA: RAND.
Marsh, J.A., McCombs, J.S., Lockwood, J.R., Martorell, F., Gershwin, D., Naftel, S., Nhuan-Le, V.,
Barney, H. (2008). Supporting Literacy Across the Sunshine State: A Study of Middle School
Reading Coaches in Florida. Santa Monica, CA: RAND.
Hamilton, L, Stecher, B, March, J., McCombs, J., Robyn, A., Russell, J, Naftel, S. & Barney, H.
(2007). Standards-based Accountability Under No Child Left Behind. Santa Monica, CA:
RAND Corporation.
Kirby, S. N., McCombs, J. S., Barney, H., & Naftel, S. (2006). Reforming Teacher Education:
Something Old, Something New. MG-506-EDU. Santa Monica, CA: RAND.
McCombs, J.S., Kirby, S.N., Barney, H., Darilek, H., Magee, S. (2004). Achieving State and
National Literacy Goals, A Long Uphill Road: A Report to Carnegie Corporation of New York.
TR-180-EDU. Santa Monica, CA: RAND.
Kirby, S.N., McCombs, J.S., Naftel, S., Barney, H., Darilek, H., Doolittle, F., & Cordes, J. (2004).
Reforming Teacher Education: A First Year Progress Report on Teachers for a New Era. TR149-EDU. Santa Monica, CA: RAND.
Marcum, C., Emmerichs, R., Sloan, J.S., & Thie, H. (2002). Methods and Actions for Improving
Performance of the DoD Disability Evaluation System. Santa Monica, CA: RAND. MR-1228.
Hynes, M., et al. (2002). Transitioning NAVSEA to the Future. Santa Monica, CA: RAND. MR1303.
Berends, M., Kirby, S. N., & Sloan J.S. (2000). Measuring Instruction in National Surveys of Title I
and Comprehensive School Reform Demonstration (CSRD) Schools. Santa Monica, CA:
RAND. PM-1064-EDU.
Hynes, M., Kirby, S.N., & Sloan, J.S. (2000). Alternative Structures and Organizational Forms: A
Casebook. Santa Monica, CA: RAND.
Harrell, M., Kirby, S.N., Sloan, J.S., Graf, C., & McKelvey, C. (1999). Barriers to Minority
Participation in Special Operations Forces. Santa Monica, CA: RAND.
Jennifer Sloan McCombs, RAND
Peer Reviewed Journal Articles
Marsh, J., McCombs, J.S., Martorell, F. (2011). Reading Coach Quality: Findings from Florida
Middle Schools. Literacy Research and Instruction.
Lockwood, J.R., McCombs, J.S. & Marsh, J.A. (2010). Linking Reading Coaches and Student
Achievement: Evidence from Florida Middle Schools. Educational Evaluation and Policy
Analysis. Vol. 32 (3), 372-388.
Marsh, J., McCombs, J.S., Martorell, F. (2009). How instructional coaches support data-driven
decision making: Policy implementation and effects in Florida middle schools.
Educational Policy.
Kirby, S. N., McCaffrey, D., Lockwood, J. R., McCombs, J. S., Naftel, S., Barney, H. (2003). Using
school-level test scores to evaluate federal programs: A long uphill road. Peabody Journal
of Education.
Kirby, S. N., Harrell, M., & Sloan, J. (2000). Why don’t minorities join Special Operations
Forces? Armed Forces and Society. Summer.
U.S. Department of Education Reports
Kirby, S. N., McCombs, J. S., Naftel, S., & Murray, S. (2003). Snapshot of Title I schools, 20002001. Washington D.C.: U. S. Department of Education.
(http://www.ed.gov/rschstat/eval/disadv/nlss2000/nlss-snapshot.pdf )
Kirby, S. N., McCombs, J. S., & Naftel, S. (2003). Snapshot of Title I schools Serving Migrant
Students, 2000-2001. Washington D.C.: U. S. Department of Education.
(http://www.ed.gov/rschstat/eval/disadv/nlss2000/nlssmigrant-snapshot.pdf)
Kirby, S. N., Berends, M., Naftel, S., & McCombs, J. S. (2003). Schools Identified as in Need of
Improvement Under Title I: Recent Evidence from the National Longitudinal Survey of
Schools. Washington, D.C.: U.S. Department of Education.
(http://www.ed.gov/offices/OUS/PES/schools_improvement03.pdf)
Kirby, S. N., Berends, M., Naftel, S., & McCombs, J. S. (2003). Teacher Professional Development
in Title I Schools: Recent Evidence from the National Longitudinal Survey of Schools.
Washington, D.C.: U.S. Department of Education.
(http://www.ed.gov/offices/OUS/PES/professional_develop03.pdf).
Kirby, S. N., Murray, S. E., McCombs, J. S., Naftel, S., & Berends, M. (2003). Provision of Title I
Services: Recent Evidence from the National Longitudinal Survey of Schools. Washington,
D.C.: U.S. Department of Education
(http://www.ed.gov/offices/OUS/PES/title1_service03.pdf)
Kirby, S. N., McCombs, J. S., Naftel, S., & Berends, M. (2002). Title I Schools Serving Migrant
Students: Recent Evidence from the National Longitudinal Survey of Schools. Washington,
D.C.: U.S. Department of Education. (http://www.ed.gov/offices/OUS/PES/esed/title1accountable/vol-i.pdf)
Other Articles, Papers, and Journal Articles
Jennifer Sloan McCombs, RAND
McCombs, J.S., Kirby, S.N., Cordes, J. (2012). Tough Times, Tough Choices in After-school
Funding: Pathways to Protecting Quality, WR-817-WF. Santa Monica, CA: RAND.
McCombs, J.S., Kirby, S.N., Mariano, L. (2010). “An Apple a Day: How New York City Schools
Turned Grade Retention into Good Medicine” RAND Review. Vol. 33, No. 3, Winter. Santa
Monica, CA: RAND.
McCombs, J.S. & Marsh, J.A. (2009). Lessons for Boosting the Effectiveness of Reading Coaches.
Phi Delta Kappan, 90 (7).
Russell, J. & McCombs, J.S. (2006). Superintendent, Principal, and Teacher Understanding of and
Attitudes about Accountability. WR-376-EDU. Santa Monica, CA: RAND.
McCombs, J.S. and Russell, J. (2005). Progress in Implementing Standards, Assessments, and the
Highly Qualified Teacher Provisions of NCLB: Perspectives from California, Georgia, and
Pennsylvania. WR-256-EDU. Santa Monica, CA: RAND.
McCombs, J. S. & Carroll, S. (2005). “Ultimate Test: Who Is Accountable for Education If
Everybody Fails?” RAND Review. Vol. 29, No. 1, Spring. Santa Monica, CA: RAND.
Invited Briefings and Webinars
Summer Learning in School Districts: Lessons from the Field
 PEAR Leadership Conference, March 11, 2013
 American Association of School Administrators Conference, February 21, 2013
Measuring Outcomes for After School Systems
 Boston After School and Beyond Board, December 17, 2012
Summer Counts: How Programs Can Boost Children’s Learning presented to:
 National Summer Learning Association Webinar, May 9, 2012
 Department of Education School Improvement Webinar, May 1, 2012
 American Association of School Administrators Webinar, April 27, 2012
 American Association of School Administrators Conference, February 18, 2012
 Learning Forward Conference, July 18, 2011
 Congressional Staff, July 19, 2011
 Grantmakers for Education Out-of-School Time Funder Network, August 2, 2011
 American Education Research Association Forum, September 16, 2011
 Statewide Afterschool Networks, October 11, 2011
 National Center for Time and Learning Conference, October 25, 2011
 California Superintendents’ Roundtable on Summer Learning, December 1, 2011
Building Better After School Systems presented to:
 Grantmakers in Education, October 28, 2010
 National Summer Learning Association Conference Attendees, November 9, 2010
 National League of Cities After School Policy Network, December 3, 2010
Jennifer Sloan McCombs, RAND
Using Data to Build Better After School Systems presented to:
 Pittsburgh Education Grantmakers Group, November 23, 2010
 DC Arts and Humanities Education Collaborative, January 26, 2011
 American Youth Policy Forum, February 24, 2011
Hours of Opportunity presented to:
 Congressional Staff, December 16, 2010
Ending Social Promotion Without Leaving Children Behind: The Case of New York City
presented to:
 Chancellor Klein, New York City Schools, October 2, 2009
 Congressional Staff, October 19, 2009
 New York City Panel for Educational Policy, October 16 & 20, 2009
Conference Papers and Presentations
Farrel, C., Marsh, J.A., and McCombs, J.S. (2012). “Understanding Coaches and Professional
Learning Communities as Capacity-Building Agents for Data-Driven Decision Making: A
Sociocultural Approach.” Paper presented at the Annual Meeting of the American
Educational Research Association, Vancouver, Canada.
Marsh, J.A., McCombs, J.S., Martorell, F. (2010). “Reading Coach Quality: Findings from Florida
Middle Schools.” Paper presented at the Annual Meeting of the American Educational
Research Association, Denver, CO.
McCombs, J.S., Ikemoto, G., DiMartino, C., Naftel, S. (2010). “Design and Implementation of
New York City's Fifth-Grade Promotion Policy.” Paper presented at the Annual Meeting of
the American Educational Research Association, Denver, CO.
Kirby, S.N., McCombs, J.S., Marinao, L. (2010). “Evaluating the Findings of the Evaluation: The
Larger State and Federal Context.” Paper presented at the Annual Meeting of the
American Educational Research Association, Denver, CO.
McCombs, J.S., Marsh, J.A., Lockwood, J.R. (2009). “Linking Reading Coaches and Student
Achievement: Evidence From Florida Middle Schools.” Paper presented at the Annual
Meeting of the American Educational Research Association, San Diego, CA.
Marsh, J.A., McCombs, J.S., Martorell, F. (2009). “How Instructional Coaches Support DataDriven Decision Making: Implementation and Effects in Florida Middle Schools.” Paper
presented at the Annual Meeting of the American Educational Research Association, San
Diego, CA.
Marsh, J., McCombs, J.S. & Naftel, S. (2008). “Building Teacher Capacity through Literacy
Coaching: Findings from Florida Middle School Study.” Paper presented at the Annual
Meeting of the American Educational Research Association, New York, NY.
McCombs, J., Marsh, J., Hamilton, L., Stecher, B., Miles, J., Barney, J., Kofner, A & Naftel, S.
(2008). “Pursuing Proficiency for All: School Improvement Efforts in Three States.” Paper
Jennifer Sloan McCombs, RAND
presented at the Annual Meeting of the American Educational Research Association, San
Diego, CA.
McCombs, J., Marsh, J., Hamilton, L., Stecher, B., Miles, J., Barney, J., Kofner, A & Naftel, S. (2007)
“Pursuing Proficiency for All: School Improvement Efforts in Three States.” Paper
presented at the Annual Meeting of the Association for Public Policy Analysis,
Washington, D.C.
Russell, J. & McCombs, J.S. (2006). “Superintendent, Principal, and Teacher Understanding of
and Attitudes about Accountability.” Paper presented as part of the Symposium
“Implementing No Child Left Behind: New Evidence from Three States” at the annual
meeting of the American Educational Research Association in San Francisco, California,
April 10, 2006.
McCombs, J.S. and Russell, J. (2005). “Progress in Implementing Standards, Assessments, and
the Highly Qualified Teacher Provisions of NCLB: Perspectives from California, Georgia,
and Pennsylvania.” Paper presented as part of the Symposium “Implementing StandardsBased Accountability: Results from Classrooms, Schools, and Districts in Three States” at
the annual meeting of the American Educational Research Association, Montreal, Canada,
April 13, 2005
Kirby, S.N., McCombs, J.S., & Naftel, S. (2004). "Challenges Facing Schools Serving Migrant
Students in Implementing NCLB." Paper presented at the Annual Meeting of the American
Educational Research Association, San Diego, CA.
Kirby, S.N., McCombs, J.S., & Naftel, S. (2004). "Schools Identified as in Need of Improvement
Under Title I: Data from a New National Survey." Paper presented at the Annual Meeting
of the American Educational Research Association, San Diego, CA.
Kirby, S. N., McCaffrey, D., Lockwood, J. R., McCombs, J. S., Naftel, S. & Barney, H. (2003).
“Using School-level Test Scores to Evaluate Federal Programs: A Long Uphill Road.”
Paper presented at the Annual Meeting of the American Educational Research
Association, Chicago, IL.
PROFESSIONAL SERVICE AND AFFILIATIONS
Affiliate Faculty Member, RAND Pardee Graduate School
Advisor, Rennie Center Education Policy and Research, Condition of Education Project, 2013present
Member, Advisory Panel for NASA’s Summer of Innovation Redesign, June 2012
Reviewer, National League of Cities, Management Information Systems for Youth Service
Providers, April 2012
Member, Review Panel for the Promising Practices Policy Network
Jennifer Sloan McCombs, RAND
Member, National Governor’s Association Advisory Board on Adolescent Literacy, 2005
Ad-hoc Reviewer, Journal for Educational Effectiveness, Education Policy Analysis Archives,
Educational Evaluation and Policy Analysis, Public Policy Institute of California, Carnegie
Corporation of New York, Qatar National Research Fund, William T. Grant Foundation
Member, American Educational Research Association