Leslie W. Grant is the associate dean for academic programs and an associate professor in educational policy, planning and leadership. Her research interests focus on classroom-based assessments and international comparisons of teaching and learning. She is involved in several research projects, including international comparative case studies of award-winning teachers in the United States and China and the efficacy of development assessment literacy in pre-service teachers, in-service teachers, and educational leaders. Dr. Grant began her career in education as a middle school teacher and later served as a test developer, content editor and item writer for the California Testing Bureau (CTB/McGraw-Hill).
Dr. Grant is the co-author of several books and articles, including West Meets East: Best Practices from Expert Teachers in the United States and China (ASCD, 2014), Teacher-Made Assessments: How to Connect Curriculum, Instruction, and Student Learning (Routledge, 2015), and Student Achievement Goal Setting: Using Data to Improve Teaching and Learning (Routledge, 2009). She served as the President for the Consortium for Research on Educational Assessment and Teaching Effectiveness (CREATE) and currently serves on the Board of Directors for the Association for Supervision and Curriculum Development (ASCD) which serves over 150,000 educators across the globe. Dr. Grant frequently works with schools and school districts, both within the United States and internationally, and presents at international, national, and state level conferences in the areas of classroom-based assessments, the use of data to improve student learning, and cross-cultural comparisons of effective teaching practices. In addition, she consults with state education agencies and international schools on the development of assessment systems.
Ph.D. in Educational Policy, Planning, and Leadership, College of William and Mary, 2006
Ed.S. in Curriculum and Instruction, George Washington University, 1997
M.S.Ed. in Educational Administration, Old Dominion University, 1994
B.A. in History, James Madison University, 1990
Activities and Honors
Board of Directors, Association for Supervision and Curriculum Development (2015 - 2019)
Outstanding Publication Award for "Assessment Literacy for Common Assessments" Co-recipient, American Educational Research Association, Division H. Research, Evaluation, and Assessment in Schools (2014)
Reviewer, Educational Assessment, Evaluation, and Accountability
Dean's Award for Outstanding Leadership in Collaborative Initiatives. William and Mary (2011)
School of Education Excellence Award, William & Mary (2006)
Xu, X., Grant, L.W., & Ward, T.J. (2016). Validation of a state-wide teacher evaluation system: Relationship between scores from evaluation and student academic progress. NASSP Bulletin, 100(4), 203-222.
Grant, L.W., Stronge, J.H., & Xu, X. (2013). A cross-cultural comparative study of teaching effectiveness: Analyses of award-winning teachers in the United States and China. Educational Assessment, Evaluation, and Accountability, 25(3), 251 - 276.
Fang, Z., Grant, L.W., Xu, X., Stronge, J.H., & Ward, T.J. (2013). An international comparison investigating the relationship between national culture and student achievement. Educational Assessment, Evaluation, and Accountability, 25(3), 159 - 178.
Stronge, J. H., Ward, T. J., & Grant, L.W. (2011). What makes good teachers good? A cross-case analysis of the connection between teacher effectiveness and student achievement. Journal of Teacher Education, 62 (4), 339 â€“ 355. doi: 10.1177/0022487111404241
Xu, X., Stronge, J.H., & Grant, L.W. (2015). Teaching effectiveness and teacher evaluation in early childhood education programs. In O. N. Saracho (Ed.). Contemporary Perspectives in Assessment and Evaluation in Early Childhood Education (pp. 117-152). Charlotte, NC: Information Age.
Grant, L.W. (2015). Assessment leadership: A systems perspective. In M. DiPaola & W. Hoy (Eds.). Leadership and School Quality (pp. 21-46). Charlotte, NC: Information Age.
Stronge, J.H., Grant, L.W., & Xu, X. (2015). Teacher behaviours and student outcomes. In J. Wright (Ed.). The International Encyclopedia of the Social and Behavioral Sciences (2nd ed.). Waltham, MA: Elsevier.
Gareis, C.R., & Grant, L.W. (2015). Teacher-made assessments: How to connect curriculum, instruction, and student learning (2nd ed.). New York, NY: Routledge.
Grant, L.W., Stronge, J.H., Xu, X., Popp, P.A., Sun, Y., & Little, C.A. (2014). West meets east: Best practices of expert teachers in the U.S. and China. Alexandra, VA: Association for Supervision and Curriculum Development.