Leslie W. Grant is an Associate Professor of Education in the Educational Policy, Planning, and Leadership Department. 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 is a past president of the Association for Supervision and Curriculum Development (ASCD) and of the Consortium for Research on Educational Assessment and Teaching Effectiveness (CREATE), serving on the board of directors for both organizations. 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
Dorman Family Term Distinguished Associate Professor, 2019 – 22
William & Mary Woman of Influence, 2019 – 20
President, Association for Supervision and Curriculum Development (ASCD), 2018 – 19
Board of Directors, Association for Supervision and Curriculum Development (ASCD), 2015 -19
Outstanding Publication Award for "Assessment Literacy for Common Assessments" Co-recipient, American Educational Research Association, Division H. Research, Evaluation, and Assessment in Schools, 2014
Grant, L.W., Stronge, J.H., & Xu, X. (Eds.). (2021). International beliefs and practices that characterize teacher effectiveness. IGI Global.
Stronge, J.H., Xu, X., Grant, L.W., Mo, Y., & Huang, K. (2021). Conceptions of teacher effectiveness and its implications for educational policy and practice in the United States. In L.W. Grant, J.H. Stronge, & X. Xu (Eds.). International beliefs and practices that characterize teacher effectiveness (pp. 245 – 274). IGI Global.
Grant, L.W., Gareis, C.R., & Hylton, S.P. (2021 updated). Formative assessment. In L. Meyer (Ed.). Oxford Bibliographies in Education. Oxford University Press.
Grant, L.W. (2015). Assessment leadership: A systems perspective. In M. DiPaola & W. Hoy (Eds.). Leadership and School Quality (pp. 21-46). Information Age.
Gareis, C.R., & Grant, L.W. (2015). Teacher-made assessments: How to connect curriculum, instruction, and student learning (2nd ed.). Routledge.
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.
Popp, P.A., Grant, L.W., & Stronge, J.H. (2011). Effective teachers for at-risk or highly mobile students: What are the dispositions and behaviors of award-winning teachers? Journal of Education for Students Placed At Risk 16(4), 275 - 291. DOI: 10.1080/10824669.2011.610236
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 – 355. DOI: 10.1177/0022487111404241