Mette Huberman is a senior researcher at AIR with more than 15 years of experience as a project director and task leader on a number of different mixed-methods evaluations related to school and district reform. She also has extensive experience directing cognitive laboratory studies, usability studies and critical incident studies. Huberman currently serves as the project director for AIR’s subcontract on the California Comprehensive Center (CA CC). On the Center, Huberman co-leads the promising practices area. Previously on the Center, Huberman has written a number of reports on identifying and profiling high performing, high need schools and districts in California. Huberman also serves as the case study task lead on the Hewlett Foundation-funded Study of Deeper Learning. As part of this study, she oversees case studies in 20 schools across the country to examine the ways in which schools provide opportunities for deeper learning, and the impact these opportunities have on the development of five deeper learning dimensions.
Huberman served as the project director on the evaluations of Arizona, Nevada and Utah’s state systems of support for schools and districts as part of the U.S. Department of Education-funded Southwest Comprehensive Center. The purpose of these mixed-methods evaluations was to assess the implementation and impact of the states’ school and district improvement systems and provide recommendations for system improvements to state department staff. Huberman also served as the project director on the Reading Disorder and Quality of Life Project for Eli Lilly and Company. The purpose of this project was to develop a taxonomy that identified life domains for 9-18 year olds that are affected by reading disorder (or dyslexia). Through focus groups and interviews with children, parents and teachers, the project used the Critical Incident Technique to identify the most salient life domains that are affected by reading disorder.