Eric R. Banilower, Vice-President of Horizon Research, Inc. (HRI), received a Bachelor’s Degree in Physics from Haverford College. He has also completed his doctoral coursework in Curriculum and Instruction at the University of North Carolina at Chapel Hill, with an emphasis on research design and data analysis methods. Prior to joining HRI, Mr. Banilower taught high school physics, physical science, and integrated science, working with the California Scope, Sequence, and Coordination project developing curriculum and assessment materials for the California science reform project.

Mr. Banilower joined HRI in 1997 and has worked on a number of research and evaluation projects focused on different aspects of the education system. He was a member of the team conducting the national evaluation of the National Science Foundation’s (NSF) Local Systemic Change through Teacher Enhancement program, which sought improvements in science and mathematics instruction through the adoption of high-quality instructional materials and sustained professional development centered on those materials. He also led the evaluation of Pennsylvania’s Science: It’s Elementary initiative, aimed at improving elementary school science instruction throughout the state, as well as many other projects spanning Grades K-16 and both the formal and informal education arenas. In addition to expertise in science instruction and professional development for teachers, he has a great deal of experience in research design and instrument development (e.g., questionnaires, assessments, and observation protocols) for studying different aspects of the education system. He has been the Principal Investigator on several NSF-funded projects, including Assessing the Impact of the MSPs, Operationalizing the Science and Engineering Practices, and the 2012 and 2018 iterations of the National Survey of Science and Mathematics Education, a nationally representative survey focusing on the status of the K–12 STEM education system. This work has led to the publication of a number of frequently cited reports, journal articles, and book chapters.