Mr. Smith was appointed Executive Director of Boston After School & Beyond in the fall of 2008. He has over a decade of experience leading policy, measurement, and programmatic initiatives. Before joining Boston Beyond, Chris worked at the Boston Private Industry Council (PIC) for ten years, first as Director of Employer Partnerships then as Chief of Staff.

While at the PIC, he worked with local business leaders to create Classroom at the Workplace, a learning model that combines intensive academic acceleration and paid employment for teenagers who have failed the high-stakes MCAS exams. Since its inception, the program has helped well over 1,000 students earn a high school diploma. Chris also played a lead role in coordinating Boston's first-ever study of college graduation rates of Boston Public Schools students and in developing legislation to decrease the dropout rate in Massachusetts.

Before joining the PIC, Chris worked at the US Department of Education in Washington, DC, on the Secretary of Education’s family and community involvement in education initiative. A native of Worcester, MA, Chris earned an MBA at Babson College in Wellesley, MA, and a BA in American Studies from Trinity College in Hartford, CT.

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Dr. Rauch received his undergraduate degree with honors in Neuroscience from Amherst College and attended medical school at the University of Cincinnati. He completed his residency training in Psychiatry as well as a Radiology Research Fellowship at Massachusetts General Hospital (MGH).

Dr. Rauch served for many years as Associate Chief of Psychiatry for Neuroscience Research at MGH, where he was the founding Director of the Psychiatric Neuroimaging Research Program and the MGH Division of Psychiatric Neuroscience Research and Neurotherapeutics. Currently, Dr. Rauch is President and Psychiatrist in Chief of McLean Hospital as well as Chair of Partners Psychiatry and Mental Health. He holds an appointment as Professor of Psychiatry at Harvard Medical School.

Dr. Rauch has contributed over 250 publications to the scientific literature and serves on the editorial boards of several journals. He has received numerous honors, including the 2004 Joel Elkes Award for outstanding contributions in translational research within psychiatry.

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Dr. Silva is a senior policy analyst at Education Sector, where she oversees the organization's teacher quality work. Silva has researched and written on a wide range of educational issues while at Education Sector, including public school staffing and school design, scheduling, assessment, and the role of teachers unions in reform.

Prior, Silva was the director of research for the American Association of University Women, a national membership organization and educational foundation, where she led national research initiatives and wrote related research reports on gender equity in science and technology, higher education, and the workplace, and managed the foundation's research grants portfolio. Silva also previously managed youth leadership and education programs at the ASPIRA Association, one of the largest national Hispanic-serving organizations, where she developed and directed one of the first AmeriCorps service programs in the nation.

Silva holds a master's degree and a Ph.D in education from the University of California-Berkeley, where she taught undergraduate courses in urban education, the history of public education, high school reform and qualitative research. She also holds a bachelor's degree in sociology and anthropology from the University of Massachusetts-Amherst. Silva has served and serves as an advisor to numerous national and local organizations and agencies, including the California-based nonprofit Youth In Focus, the DC-based Washington Area Women's Foundation, the National Academy of Engineering, the National Center for Education Statistics, and the U.S. Senate Task Force on Hispanic Education.

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Now at Tipping Point Community, Kelly Bathgate was Education Sector's most recent sustainability manager. In this role she worked to identify, cultivate, and strengthen funding partnerships for the organization. Bathgate's experience in education is multi-faceted, bridging the direct-service, program administration, and research spheres. She started her career in education teaching visual and performing arts in Berkeley and East Palo Alto, California.

During her tenure working in the East Palo Alto community, Bathgate directed a comprehensive arts education program, served in both teaching and administrative roles for the East Palo Alto Mural Project, and directed the International Children's Art Alliance. In her policy work for Education Sector, she focused on the connections between schools and the multiple resources that exist in a community to improve outcomes for young people. She is currently working on a project examining shared accountability between schools and community providers.

Bathgate holds a bachelor's degree in architecture from the University of California, Berkeley, and a master's degree in education policy, organization, and leadership studies from Stanford University, where her research focused on community schools and nonprofit organizations' and foundations' roles in education reform.

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Mr. Reville is the Massachusetts Secretary of Education and oversees the Executive Office of Education. He is the former president of the Rennie Center for Education Research & Policy, an independent policy organization dedicated to the improvement of PreK-12 public education. Secretary Reville is also the former Chairman of the Massachusetts State Board of Education and has served, over the years, on numerous state task forces and committees.

Additionally, Reville is the former executive director of the Pew Forum on Standards-Based Reform, a Harvard-based, national education policy "think tank" which convened the U.S.'s leading researchers, practitioners, and policymakers to set the national "standards" agenda.

Reville was founding executive director of the Massachusetts Business Alliance for Education, which provided key conceptual and political leadership for the Education Reform Act of 1993. He also served on the Massachusetts State Board of Education, where he chaired the Massachusetts Commission on Time and Learning. Reville also chaired the Massachusetts Education Reform Review Comission, which provided research and oversight for implementation of education reform. Further, Reville was founding executive director of the Alliance for Education, a multiservice educational improvement organization serving Worcester and central Massachusetts.

Reville began his educational career as a practitioner: first as a VISTA volunteer/youth worker, then as a teacher and principal in two urban, alternative high schools.

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Dr. Johnson has been Superintendent of the Boston Public Schools since August 2007, having been appointed by a unanimous vote of the Boston School Committee after a national search. As Superintendent of the 57,000-student district in the capital city of Massachusetts, she also serves a cabinet member for Mayor Thomas M. Menino.

Dr. Johnson has a wealth of experience in public education as a teacher, principal, and district administrator. Prior to her appointment in Boston, Dr. Johnson was Superintendent in Memphis, TN and Minneapolis, MN. She also led the St. Louis Park, Minnesota school district located in suburban Minneapolis.

She was named Minnesota Superintendent of the Year, recognized by the Tennessee Parent Teachers’ Association, received the Communicator of the Year Award from the Memphis Chapter, Public Relations Society of America, and received the National Alliance of Black School Educators Superintendent of the Year Award. Nationally, Dr. Johnson serves on the Board of Directors for the Council of the Great City Schools, the Spencer Foundation Board, the United Way of Massachusetts Bay and Merrimack Valley Board, the Harvard University Urban Superintendents’ Advisory Board, and she has served on the College Board.

Dr. Johnson earned a bachelor’s degree in Elementary Education from Fisk University in Nashville, Tennessee, and master’s and doctorate degrees from the University of Minnesota. She has also been awarded two honorary degrees from Lemoyne Owen College and Rhodes College, both in Memphis, Tennessee.

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Dr. Balfanz is a principal research scientist at the Center for Social Organization of Schools, Johns Hopkins University. He is the co-director of the Talent Development Secondary Project, which is currently working with over 100 high poverty secondary schools to develop, implement and evaluate comprehensive school transformation and turnaround. his work focuses on translating research findings into effective reforms for high poverty secondary schools.

He has published widely on secondary school reform, high school dropouts, middle grade on-track indicators, chronic absenteeism and instructional interventions in high poverty middle and high schools. He is the Director of the Everyone Graduates Center launched in February 2009 which engages in analytic, tool and model development, and capacity building efforts aimed ta ending the nation's graduation rate crisis. Dr. Balfanz is also the Co-Operator of the Baltimore Talent Development High School, a Baltimore City Public School System Innovation High School and Director of the Talent Development/Diplomas Now US Department of Education Investing in Innovations validation grant project.

Dr. Balfanz is the first recipient of the Alliance For Excellent Education's Everyone a Graduate Award.

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Hillary Salmons is the Executive Director for the Providence After School Alliance. She has primary responsibility for community engagement and fundraising efforts. Previously, Hillary led an education initiative called Rhode Island Scholars where business leaders spoke to middle school students around the state on the importance of college and taking math and science courses in high school.

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Dr. Sum is Professor of Economics and Director of the Center for Labor Market Studies at Northeastern University in Boston. He has authored or co-authored numerous articles, monographs, and books on regional, national, and state labor markets, on the labor market behavior and problems of young adults and the role of education, literacy, and training in influencing the labor market experiences of adults.

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