Paul Goren

Superintendent Evanston/Skokie (III.) School District

Paul Goren is the superintendent of schools for the Evanston/Skokie, Illinois (District 65) public elementary schools, a district of 17 schools and centers serving over 7,200 students in an urban/suburban environment. Prior to taking his current position with District 65, he was senior vice president for program at CASEL. He has worked across education in senior positions in practice, policy, and research. He was a senior adviser on strategy and accountability to the Chicago Public Schools and the University of Chicago Urban Education Institute as director of the Consortium on Chicago School Research. He served as senior vice president of the Spencer Foundation from 2001 to 2010 and executive director of the Spencer Forum, which focused on the dissemination of research and policy studies to the policy and practice communities. He also served as the director of child and youth development at the John D. and Catherine T. MacArthur Foundation.

A former middle-school teacher, Goren worked as executive director (assistant superintendent) for policy and strategic services in the Minneapolis Public Schools from 1995 to 1998 and as a policy director and education analyst in the San Diego City Schools in the mid-1980s. He worked in and subsequently directed the education policy studies division of the National Governors Association (NGA) in Washington, D.C. between 1991 and 1995.

He has written on professional development and public engagement for the NGA; served as chief accountability officer in the Minneapolis Schools, where he helped develop capacity for data-driven decision-making; and led the Spencer Foundation’s efforts to disseminate studies and findings to multiple audiences. He recently led a team that evaluated the University of Michigan School of Education. Along with numerous presentations at philanthropic, practitioner, policy, and research forums, he served on the National Academy of Science Task Force on How People Learn. His writing includes commentaries for the National Society for the Study of Education Yearbook on Developing the Teacher Workforce, for Education Week on the relationship of philanthropic foundations to school districts, and for the Peabody Journal on formative assessments. He recently wrote a commentary for the American Journal of Education on the challenges of using data for improvement. In 2009 he received the Ian Axford Fellowship in public policy to study Maori education policy through a New Zealand Fulbright fellowship. He wrote an analysis of strategies to improve Maori education and eliminate achievement gaps, presenting his findings to practitioners and policymakers across New Zealand.

He currently serves on the Center for Teaching Quality. He is a trustee of the Noyce Foundation, located in Palo Alto, Calif., which focuses on out-of-school learning, STEM education, and school reform. He holds a doctorate from Stanford University, a master’s in public affairs from the LBJ School at the University of Texas, and a bachelor’s degree from Williams College.