Good is a researcher and evaluator at the Wisconsin Center for Education Research, where she co-directs the Wisconsin Evaluation Collaborative, and Directs the WCER Clinical Program. She supports many youth-serving organizations through research-practice partnerships and culturally responsive evaluation in topics such as digital tools in K12 classrooms, community schools, tutoring, and ensuring equitable access and outcomes in learning opportunities.
In the News
Examines the No Child Left Behind (NCLB) program. Studies the impact of out-of-school time (OST) tutoring on student reading and mathematics achievement that link provider attributes and policy and program administration variables to tutoring program effectiveness. Argues that many students are not getting enough hours of high-quality, differentiated instruction to produce significant gains in their learning, in part because of high hourly rates charged by providers for tutoring. Identifies strategies and policy levers that school districts can use to improve OST tutoring policy design and launch improved programs as waivers from NCLB are granted.
Addresses ways in which secondary American history textbooks reflect and perpetuate the normative American story and identity by framing American Indians as the “first Americans,” while at the same time silencing indigenous voices in the telling of their own stories.
Examines how the nature of the federal role in American Indian education has changed dramatically over the last two centuries, shifting from generally disinterested in the early nineteenth century, to aggressively assimilationist at the turn of the twentieth century, and finally, to greater attention on self-determination within the last thirty years. Offers an analysis of official publications from this era, shedding light on the structure, motivation, and implications of strong federal involvement in American Indian education.