Dr. Sarah Lubienski's scholarship centers around intersections of education and equity, focusing on mathematics achievement, instruction, and reform. Through quantitative studies of NAEP and ECLS-K data, as well as qualitative studies of classrooms, her work reveals disparities in diverse students' mathematics experiences and outcomes, and factors underlying those disparities. Dr. Lubienski has served as the chairperson of both AERA's NAEP Studies SIG and the Editorial Panel for the Journal for Research in Mathematics Education. She recently co-directed an Illinois Math-Science Partnership and has received IES, NSF and Fulbright grants to support her research. She is currently PI of an IES postdoctoral fellowship program, a member of the AERA Grants Governing Board and the Interim Dean of the Graduate College.
Interim Dean Graduate College, University of Illinois at Urbana-Champaign, 2014 - present
Professor Curriculum and Instruction, University of Illinois at Urbana-Champaign, 2010 - present
Associate Dean Graduate College, University of Illinois at Urbana-Champaign, 2012 - 2014
Associate Professor Curriculum and Instruction, University of Illinois at Urbana-Champaign, 2004 - 2010
Assistant Professor Curriculum and Instruction, Iowa State University, 1999 - 2004
Assistant Professor Mathematics Department, Buffalo State College, 1997 - 1999
Ph.D., Curriculum, Teaching and Educational Policy, Michigan State University, 1996
M.S., Mathematics, Michigan State University, 1991
B.S., Mathematics/Secondary Education, Northern Michigan University, 1989
2015 American Publishers Professional and Scholarly Excellence (PROSE) Award for Best Book in Education Theory Association of American Publishers, 2015 - 2015
Fulbright Scholar Award A Study of Mathematics Instructional Reform in Ireland. US Department of State, $23,000, Fulbright Program, 2010 - 2010
Outstanding Reviewer Award Educational Researcher, American Educational Research Association, 2010 - 2010
Incomplete List of Teachers Ranked as Excellent by Their Students University of Illinois at Urbana-Champaign, 2005 - 2009
Outstanding Reviewer Award Educational Evaluation and Policy Analysis, 2008 - 2008
Distinguished College Scholar College of Education, University of Illinois at Urbana-Champaign, 2006 - 2007
Thomas N. Urban Research Award Iowa Academy of Education, First in the Nation in Education lll, 2001 - 2001
Professor Sarah Lubienski's scholarship centers around intersections of education and equity, focusing on mathematics instruction, achievement and reform. Her in-depth analyses of national, large-scale data and local classrooms illuminate how home, school, and affective factors relate to gender and race/ethnicity-related disparities in mathematics outcomes. Her work on identifying powerful SES-related indicators also spurred a line of research on public-private school differences in instruction and mathematics achievement, leading to the award-winning, co-authored book "The Public School Advantage."
Overall, her research challenge the field to attend to the challenges that marginalized students, parents, and their teachers face daily. She also confronts the nature of education research, itself, analyzing the ways in which education researchers approach and avoid difficult issues of socioeconomic disparities.
Leder, G., & Lubienski, S. (2015) Large-scale test data: Making the invisible visible. Diversity in mathematics education: Towards Inclusive Practices Springer: Cham, Switzerland
Lubienski, S., Hug, B., & Copur-Gencturk, Y. (2014) Lessons from a Math-Science Partnership Teacher Education and Practice 27 (2/3), 316-331
Copur-Gencturk, Y., Hug, B., & Lubienski, S. (2014) The Effects of a Master’s Program on Teachers’ Science Instruction: Comparing Classroom Observations, Teacher Reports, and Student Surveys Journal for Research in Science Teaching 51 (2), 219-249
Robinson, J., Lubienski, S., Ganley, C., & Copur-Gencturk, Y. (2014) Teachers' perceptions of students' mathematics proficiency may exacerbate early gender gaps in achievement. Developmental Psychology 50 (4), 1262-1281
Copur-Gencturk, Y., & Lubienski, S. (2013) Measuring mathematics knowledge for teaching: A longitudinal study using two measures Journal of Mathematics Teacher Education 16 (3), 211-236
Lubienski, C., & Lubienski, S. (2013) The Public School Advantage: Why Public Schools Outperform Private Schools (Winner of 2015 PROSE Award) University of Chicago Press: Chicago, IL
Lubienski, S., Robinson-Cimpian, J., Crane, C., & Ganley, C. (2013) Girls’ and boys’ mathematics achievement, affect and experiences: Findings from ECLS-K Journal for Research in Mathematics Education 44 (4), 634-645
Lubienski, S. (2011) Mathematics education and reform in Ireland: An outsider’s analysis of Project Maths. Bulletin of the Irish Mathematical Society 67, 27-55
Robinson, J., & Lubienski, S. (2011) The development of gender achievement gaps in mathematics and reading during elementary and middle school: Examining direct cognitive assessments and teacher ratings American Educational Research Journal 48 (2), 268-302
Lubienski, S., & Crane, C. (2010) Beyond free lunch: Which family background measures matter? Education Policy Analysis Archives 18 (1) link >
Lubienski, S. (2008) On “gap gazing” in mathematics education: The need for gaps analyses Journal for Research in Mathematics Education 39 (4), 350-356
Lubienski, S., Lubienski, C., & Crane, C. (2008) Achievement differences among public and private schools: The role of school climate, teacher certification and instruction American Journal of Education 151 (1), 97-138
Lubienski, S. (2007) What we can do about achievement disparities Educational Leadership 65 (3), 54-59
Lubienski, S., & Lubienski, C. (2006) School sector and academic achievement: A multi-level analysis of NAEP mathematics data American Educational Research Journal 43 (4), 651-698
Lubienski, S. (2003) Celebrating diversity or denying disparities: A critical assessment Educational Researcher 32 (8), 30-38
Lubienski, S. (2002) A closer look at black-white mathematics gaps: Intersections of race and SES in NAEP achievement and instructional practices data Journal of Negro Education 71 (4), 269-287
Lubienski, S. (2002) Research, reform and equity in mathematics education. Mathematical Thinking and Learning 4 (2/3), 103-125
Ganley, C., & Lubienski, S.. Mathematics confidence, interest and performance: Gender patterns and reciprocal relations Learning and Individual Differences
Principal Investigator UIUC Postdoctoral Research Training Program in Mathematics Education, Institute of Education Sciences, 2010 - 2016
Co-Principal Investigator Mathematics Science Partnership: Sense-Making in Science and Mathematics, Illinois State Board of Education, 2007 - 2012
Principal Investigator A Longitudinal Study of Gender and Mathematics Using ECLS Data, Institute of Education Sciences, 2008 - 2011
Principal Investigator A New Look at School Type, Mathematics Achievement and Equity, U.S. Department of Education, 2005 - 2006
Co-Principal Investigator A Closer Look at Mathematics Achievement and Instructional Practices: Examinations of Race, SES, and Gender in a Decade of NAEP Data, U.S. Department of Education, 2002 - 2004
Advisory Board Member Scaling Up Mathematics Achievement (SUMA) at the University of New Mexico, 2007 - 2011
Editorial Board Member Educational Researcher, 2010 - present
Member AERA Grants Governing Board, 2010 - present
Chairperson Research Using NAEP Data Special Interest Group, American Educational Research Association, 2003 - 2007
Editorial Board Member Education Policy Analysis Archives, 2006 - present
Chair, Editorial Panel Journal for Research in Mathematics Education, 2005 - 2006
Member, Editorial Panel Journal for Research in Mathematics Education, 2003 - 2006
Teaching Children Mathematics Examines children's learning of mathematics and meaningful instructional methods, representations and materials. Emphasis given to number and operations (including both whole and rational numbers), number theory and statistics/probability. Includes laboratory experience with supervised problem solving. Course Information: 3 undergraduate hours. 3 graduate hours. Credit is not given for both CI 430 and CI 431. Prerequisite: MATH 103; admission to the Elementary Teacher Education Program.
Invest Approach Elem Math Inst Course will model and examine an investigative approach to elementary mathematics instruction, which is purposeful, inquiry-based, and meaningful mathematics instruction. Particular focus will be given to the teaching and learning of measurement, geometry and algebra/functions. Course Information: 3 undergraduate hours. 3 graduate hours. Prerequisite: CI 430 or CI 431; admission to the Elementary Teacher Education Program.
Teaching & Learning Numeracy Seminar course on topics not treated by regularly scheduled courses; requests for initiation may be made by students or faculty member. Course Information: 2 to 4 undergraduate hours. 2 to 4 graduate hours. Approved for both letter and S/U grading. May be repeated to a maximum of 8 hours. Prerequisite: Junior standing.
Problem Solving in Math Ed Focuses on the role of problem solving in the learning and teaching of mathematics. Examines mathematical problem solving processes, as well as issues surrounding the use of problem solving in K-12 mathematics classrooms, including recent reform trends, equity issues, and distinctions among teaching "about", "for", and "through" problem solving.
MST Proseminar I Provides an introduction to doctoral studies, research, and careers in Math, Science, and Technology (MST) Education. Topics include a basic orientation to research in MST education, doctoral program hurdles, potential career paths, and MST education research funding. Although this seminar is designed for CI students in MST education, students in other programs may also enroll.
Quantitative Research Literacy Course Information: Approved for both letter and S/U grading. Prerequisite: Admission to doctoral study.