Camille MarderSenior Social Science Researcher
Camille Marder, Ph.D., has more than 30 years of experience designing and conducting qualitative and quantitative social science research. Since joining SRI in 1988, she has worked on a wide variety of projects for the U.S. Department of Education, the National Science Foundation (NSF), and private clients. Dr. Marder's current work includes a multi-year randomized controlled trial of students' response to intervention (RtI) in the first and second grades in 150 schools nationwide, providing analytic support for the national assessment of Individuals with Disabilities Education Act (IDEA) to the U.S. Department of Education's Institute for Education Sciences, and an examination of NSF's Research in Disabilities Education program. She also is a senior researcher for the National Longitudinal Transition Study-2 (NLTS2), a 10-year study following more than 11,000 students with disabilities.
Dr. Marder's previous work in STEM education, general education reform, and the use of technology to improve education includes directing a multiyear evaluation of the federally funded Following the Leaders program, which sought to improve student learning by providing teachers with technological tools to tailor their instruction to the needs of individual students, and leading NSF's Undergraduate Faculty Enhancement program. She was deputy director of evaluations of the Eisenhower frameworks grants and of the Eisenhower Regional Consortia and played a key role in evaluations of NSF's Collaboratives for Excellence in Teacher Preparation and State Systemic Initiatives Program (SSI), the Multi-Agency Study of Teacher Enhancement (NSF, NIH, DOE, and the Smithsonian Institute), and the Virtual High School project.
In the area of special education, Dr. Marder was a senior researcher for the Special Education Elementary Longitudinal Study (SEELS) and the original National Longitudinal Transition Study, leading the substudy of school-leavers and the analyses comparing the experiences of special education students with those of the general population of youth. She has made significant contributions to important policy issues in special education, authoring numerous reports and papers on a broad range of topics concerning students and youth with disabilities.
Dr. Marder holds a Ph.D. in sociology from Stanford University. She is a currently the vice president of the board of directors of the Parent Communication and Advocacy Center, which provides information and advocacy services for parents of children with special needs, and was formerly a member of the board of directors of the California Alliance for the Mentally Ill. Dr. Marder is fluent in Spanish and Portuguese.