Adriana Alison de Kanter La Perla
4917 Tunlaw Street
Alexandria, VA 22312
Office: 202/401-0272 Home: 703/916-0257
a.dekanter@att.net
· Provide organizational and resource development expertise as an office manager.
· Develop and implement policy through the executive and legislative branches of government.
· Evaluate federal programs, primarily in the elementary and secondary education arena.
· Communicate effectively through both written and oral mediums.
· Regularly receive recognition for outstanding performance
EDUCATION
University of Texas at
Austin, M.P.A 1980
Mount Holyoke College, A.B.
in History 1977
EMPLOYMENT HISTORY
4/2002-present Director, Policy and Technical Analysis
Support
Policy and Program Studies Service
Office of the Under
Secretary
United States Department of Education
Washington, DC 20202-8170
Serves as the director of a unit with both domestic responsibilities for developing publications in support of the Administration’s No Child Left Behind agenda and international responsibilities for e-learning activities in the Pacific Rim. Specific projects include the development of “No Child Left Behind: A Desktop Reference,” the Asian Pacific Economic Cooperative forum’s Cyber Education Consortium portal, Learning About Each Other, the Knowledge Bank, and the U.S.-China E-Language Project. The U.S.-China E-language Project is a joint project between the Chinese and United States governments dedicated to building a web-based second language acquisition system in both English and Chinese. Chinese Education Minister Zhou Ji and Secretary of Education Rod Paige signed a two-year Memorandum of Understanding on October 21, 2002 formalizing the two governments’ ties to this project. This initiative is the largest education endeavor by the two governments since the normalization of official relations in 1979.
2/2001-3/2002 Partnership Liaison
Office of Elementary and Secondary Education
Academic Improvement and
Demonstration Programs
United States Department of Education
Washington, DC 20202
Serve as the official liaison between the Charles Stewart Mott
Foundation and the U.S. Department of Education in their partnership on the
21st Century Community Learning Centers program. Team leader for gaining recognition for the partnership, such as
authoring an award winning application (semi-finalist) for the 2001 Innovations
in American Government program sponsored by the Ford Foundation, Harvard
University, and the Council for Excellence in Government. Author publications, testimony, and presentations
on afterschool programs. Speak at major
conferences and professional association meetings on afterschool programs. Serve on several task forces funded by the
Mott Foundation to further afterschool for all (access and equity, best
practices, evaluation, and public will).
Seek relationships with the private sector on other programs in the
division (Comprehensive School Reform Demonstration Program, Class-Size
Reduction, Reading Excellence, and Smaller Learning Communities). Provide guidance and advice to the
Partnership for Family Involvement in Education.
1/1999 –
1/2001 Special Advisor on Afterschool
Issues
Office of the Secretary
United States Department of
Education
Washington, DC 20202
After negotiating a unique public-private partnership between the U.S.
Department of Education and the Charles Stewart Mott Foundation (which has
pledged $100 million over a 7-year period to support the Department’s
afterschool program—21st Century Community Learning Centers) in 1998, became
the primary liaison with the Mott Foundation and special advisor to the
Secretary on afterschool issues. Met
with disparate stakeholders on their roles in providing quality afterschool
services to students, work with community organizations and educators to work
collaboratively toward the goal of afterschool for all, and spoke at major
conferences on the research and evaluation evidence for implementing
afterschool programs as a key component of education reform. Team member on authoring reauthorization
legislation for the 21st Century Community Learning Centers program and
negotiating with congressional staff on the draft legislation. Authored congressional testimony, publications,
and presentations germane to the topic.
Also, worked on developing other strategic alliances through the
Afterschool Alliance, a partnership group whose members (Mott, ED,
Entertainment Industry Foundation, Creative
Artists Agency, Ad Council, People Magazine, and JCPenney) are devoted to
making afterschool a reality for all children who want it by 2010.
2/1993 to
1/1999 Deputy Director
Planning and Evaluation
Service
United States Department of
Education
Washington,
DC
Provided two major functions in the Planning
and Evaluation Service PES. First,
responsible for the day to day management
of the 45-member policy development and
evaluation organization with a total budget
of $30 million. Secondly, created and
coordinated the Partnership for Family
Involvement in Education, a 6,500 member
partnership composed of representatives from
family organizations (like the
National PTA), individual schools and
education associations (Like the National
Education Association, the National Association
of Elementary/Secondary School
Principals, and the American Association of
School Administrators), communitybased
and cultural organizations (like the YMCA,
Boy Scouts, Girls Scouts, and American
Association of Museum Services), and
employers (including IBM, Hewlett-Packard,
John Hancock Financial Services, Microsoft,
and others). Partners take part in
individual
sector activities as well as national
activities (America Goes Back to School, the America
Reads Challenge/READ*WRITE*NOW!, Think College
Early, and an afterschool
priority).
Invented America Goes Back to School and made afterschool a Partnership
priority.
Authored and edited written materials for the Partnership. Proctored the
transition of the Partnership’s website from
the U.S. Department of Education’s server to
USA Today as a new way of conducting
government business through unique public-
private partnerships. Finally, team leader for making the Deputy
Secretary’s dream of “1-stop shopping” a reality at the department by making
the Information Resource Center in the Office of Interagency and
Intergovernmental Affairs a customer service hub where customers calling the
department for information could get one-call referrals, accurate and
dependable information, on-line options, user friendly products, and convenient
calling hours. The team designed a
cost-effective operation that could meet day-to-day customer demands, as well
as supporting the department’s public engagement campaigns.
8/1993-5/1994 Detail, GM340/15
Office of the Governor, Ann
Richards
State
of Texas
Austin,
Texas
On an Intergovernmental Personnel Act
Agreement with the Governor’s education staff director and the State
Superintendent, worked on the implementation of federal programs at the state
level and resource equity issues.
2/1991 to
4/1993 Director
National
Assessment of Chapter 1
Planning
and Evaluation Service
United
States Department of Education
Washington,
DC
Oversaw the production of two evaluation and
policy reports mandated by Congress
(P.L. 101-305) on the effectiveness of
Chapter 1 of Title I of the Elementary and
Secondary Education Act (ESEA) of 1965, the
federal government’s largest investment
in elementary and secondary education
providing $6.1 billion in 1993 to deliver academic
services to 5.5 million children at risk of
academic failure. Convened bimonthly,
two-day meetings of 24 educational experts,
practitioners, and civil rights experts
who comprised the Assessment’s Independent
Review Panel and gathered to discuss
policy issues relevant to the reauthorization
of Chapter 1. Supervising over 20
separate
evaluation studies undertaken at a cost of
$23 million, the findings of the assessment
were used to fundamentally reform the
law. Briefed Congress, Congressional
staff,
major Department officials, and professional
education organizations on major studies
that composed the Assessment and the reports
to Congress. These reforms continue
to form the basis of the law’s reauthorization in 1999.
9/1990 to
2/1991 Planning and Studies Branch Chief Assistant
Chief of Staff for Resource Management
United
States Army, V Corps
Frankfurt,
Germany
Responsible for analyses to move the V Corps
area (roughly the size of New York State with a total population of 179,000
soldiers and family members) from a 9-community configuration to a 3-hub
configuration and made recommendations regarding personnel cuts as a result of
the Conventional Forces, Europe, Treaty Agreement. Managed the work of six professionals in the conduct of most
effective organization studies, quantitative cost analyses, and quarterly
reviews and analyses which resulted in the publication of a periodical
presenting major indicators for the corps.
12/1987 to
9/1990 Lead Program Analyst
Assistant
Chief of Staff for Resource Management
United
States Army, V Corps
Frankfurt,
Germany
Revitalized the U.S. Army, V Corps
Headquarters’ Review and Analysis process, a
process of developing and measuring
performance indicators for the tactical and logistical functions of the
corps. Directed the work of two
lower-level analysts in the production of a quarterly publication of
performance indicators within the corps.
Fully automated the process and designed graphical portrayals of data
collected from the corps staff to depict historical trends and provide valuable
horizontal comparisons among the nine V Corps communities and the over 20
tactical units. Received the U.S.
Government’s second highest civilian award by the Commander in Chief, U.S. Army
Europe for this work.
8/1986 to
5/1987 Office of the Secretary’s Regional Representative
United
States Department of Education
Kansas
City, Missouri
Sent to the regional office by the Under
Secretary on a detail to evaluate the effectiveness of a
document distribution program being operated
without an authorizing appropriation.
Analyzed not only budgetary and
cost-effectiveness issues but product quality and user
opinion issues. Based on this evaluation, the program was closed down with the
responsibilities of the center transferred to
headquarters at an annual savings of $1
million.
1/1983 to
8/1986 Program Analyst Planning
and Evaluation Service
United
States Department of Education
Washington,
DC
Coordinated policy analysis activities for
special populations (e.g., educationally
disadvantaged, limited English proficient)
and served as the primary analyst on
evaluations of bilingual education, family
involvement, and school discipline programs.
Authored research analyses, such as the
President’s Cabinet Council Report on School
Discipline, and Congressional testimony on
Secretarial concerns, such as drugs, AIDS,
college quality and accreditation,
citizenship, bilingual education, corrections education,
and deregulation. Invented the President’s Academic Fitness Awards (now known at
the
President’s Education Excellence
Awards). Contracting officer for the
Service’s task
order contracts totaling $1.5 million.
3/1982 to
1/1983 Professional Staff Member Subcommittee on Education, Arts, and the Humanities
United
States Senate
Washington,
DC
Primary staff member responsible for
reviewing legislation, organizing hearings, and
briefing Senators on the Subcommittee on
issues related to elementary and secondary
education, particularly issues of bilingual
education, school counseling, and vocational
education,
and other programs such as student financial aid and Title IX sex
equity.
Authored remarks for the Chairman of the
Subcommittee.
7/1980 to
7/1982 Presidential Management Intern Office
of Planning and Budget
United
States Department of Education
Washington,
DC
Authored a renowned evaluation piece on the
effectiveness of bilingual education in
response to the White House’s request for
cost-effectiveness data on proposed federal
civil rights regulations that would have
mandated bilingual education in grades K-12.
Edited this report and other policy and
evaluation evidence into a book now used as a
textbook in many colleges of education. Testified before Congress as an expert and
spoke at conferences and meetings on the
controversial findings.
7/1977 to
8/1978 Secretary, $4.63/hour
Department
of Spanish and Other Languages
University
of Houston
Houston,
Texas
Served as the confidential assistant to the
department chairman and as the office secretary
for a university foreign language
department. Assisted students in course
registration,
composed correspondence, typed needed
documents, and answered the phone.
AWARDS AND
ACCOMPLISHMENTS
Afterschool Hero, Afterschool Alliance 2002
Public Service Excellence Award,
Public-Private Partnerships 2002
Innovations in American Government
Semifinalist, Harvard 2001
Contribution Award, National Community
Education Association 2000
Outstanding/Exceptional Performance
Rating 1980-2003
Cash Awards 1983,84,86,87,90-92,94-2003
U.S. Department of Education Mentor
Award 1995
U.S. Meritorious Civilian Service Award 1990
Presidential Management Internship 1980-82
TRAINING
Federal Executive Institute Leadership for a
Democratic Society 1996
Office of Personnel Management Seminar for New Managers 1989
PUBLICATIONS
2003 de Kanter, A., Adair, J.,
Chung, A., and Stonehill, R., Ensuring quality and sustainability in
after-school programs: How partnerships play a key role in Meeting at the
hyphen: Schools-Universities-Communities-Professions in collaboration for
student achievement and well being. 102nd
Yearbook of the National Society for the Study of Education. Chicago: The University of Chicago Press,
2003.
2003 de Kanter, A. Bridging the school day in Beyond School
Learning. Cambridge, MA: Harvard
Education Publishing Group, 2003.
2002 de Kanter, A., Huff, M.,
and Chung, A. Supplementation vs.
supplantation: What is the core of
schooling and what is supplemental? New
York, NY: Teachers College, 2002 (in press).
2002 de Kanter, A. Ensuring quality and sustainability in
afterschool programs in New Directions for Youth Development. San Francisco, CA: Jossey-Bass, 2002.
2002 de Kanter, A.,
Stonehill, R., and Chung, A. 21st
century community learning centers: A new beginning to leave no child behind
in School-Age Review, number 5, spring
2002. Boston, MA: National School-Age Care Alliance.
2001 de Kanter, A. Afterschool programs for adolescents in
Principal Leadership. Reston, VA:
National Association of Secondary School Principals, September 2001.
2000
de Kanter, A; Williams, R.; Cohen, G.; and Stonehill, R. 21st Century Community
Learning Centers: Providing Quality
Afterschool Opportunities for America’s Families.
Washington, DC: U.S. Department of Education.
2000 Chung, An-Me, de
Kanter, Adriana, and Kugler, Marianne.
Measuring and evaluating child and program outcomes in afterschool
programs in School-Age Review. Boston, MA:
National School-Age Care Alliance.
2000
U.S. Departments of Education and Justice. Working for Children and Families:
Safe and Smart Afterschool Programs. Washington, DC: Author.
1999 de Kanter, A.A. and
others. Bringing Education to
Afterschool Programs. Washington,
DC: U.S. Department of Education.
1998 Ballen, J., Casey,
J., and de Kanter, A.A. The Corporate
Imperative. Washington, DC: U.S. Department of Education.
1998 Datta R. and de
Kanter, A.A. Family Involvement in
Education: A National Portrait. Washington, DC: U.S. Department of Education
1998 U.S. Departments of
Education and Justice. Safe and
Smart: Making the Afterschool Hours
Work for Kids. Washington, DC: Author.
1997 de Kanter, A.A.,
Ginsburg, A., Rich, D. and Pederson, J.
A Compact for Learning.
Washington, DC: U.S. Department
of Education.
1997 U.S. Department of
Education. Keeping Schools Open as
Community Learning Centers. Washington,
DC: Author.
1997 U.S. Department of
Education. America Goes Back to School,
Partners Activity Kit. Washington,
DC: Author.
1996 U.S. Department of
Education. America Goes Back to School,
Partners Activity Kit. Washington, DC: Author.
1995 U.S. Department of
Education. America Goes Back to School,
Partners Activity Kit. Washington,
DC: Author.
1994 U.S. Department of
Education. Strong Families, Strong
Schools. Washington, DC: Author (one of
several contributors).
1993 U.S. Department of
Education. Reinventing Chapter 1: The
Current Program and New Directions.
Washington, DC: Author.
1992 U.S. Department of
Education. National Assessment of the
Chapter 1 Program: The Interim Report.
Washington, DC: Author.
1987 de Kanter. A.A.,
Ginsburg, A., and Milne, A. “Parent
Involvement Strategies for the Disadvantaged:
A New Emphasis on Traditional Parental Roles” in Conference Proceedings
on Effects of Alternative Designs in Compensatory Education. Washington, DC: U.S. Senate.
1986 Baker, K. and de
Kanter, A. “Assessing the Legal
Profession’s Contribution to Bilingual Education” in La Raza Law Journal, Vol.
I, #3. Berkeley, CA: University of California.
1984 Baker, K. and de
Kanter, A. “Response to ‘Evaluation and
Incrementalism: The AIR Report and ESEA Title VII’” in Educational Evaluation and
Policy Analysis. Vol. 6, #2. Washington, DC: The American Educational Research Association.
1983 Baker, K. and de
Kanter, A. “An Answer from Research in
Bilingual Education” in American Education, Vol. 19, #5. Washington, DC: U. S. Department of Education.
1983 Baker, K. and de
Kanter, A. (Eds.) Bilingual Education:
A Reappraisal of Federal Policy.
Lexington, MA: D.C. Heath
Company.
1982 LBJ School Policy
Review Project Group. School
Desegregation in Texas: Implementation of United States v. State of Texas,
Policy Report Series #51. Austin, TX:
Lyndon Johnson School of Public Affairs.
1981 Baker, K. and de
Kanter, A. Effectiveness of Bilingual
Education: A Review of the Literature.
Washington, DC: U.S. Department
of Education.
1980 de Kanter, A. “Nutrition Education” in Nutrition Education in Transition. Lexington, MA: D.C. Heath Company.