Annalee Good is an evaluator and researcher at the Wisconsin Center for Education Research, co-director of the Wisconsin Evaluation Collaborative, and Director of the WCER Evaluation Clinic. She is co-PI on an ongoing study of digital tools in K-12 education, and supports many youth-serving organizations through culturally responsive evaluation in topics such as tutoring, personalized learning, community schools, and ensuring equitable access and outcomes in advanced learning opportunities. She has published and presented numerous papers on topics including public contracting for digital instructional tools, the nature of the instructional landscape in out-of-school time tutoring, the role of tutoring in school reform, and the role of K-12 teachers in the creation of public policy. She was an 8th grade social studies teacher before earning her master’s and doctoral degrees in Educational Policy Studies from UW-Madison.
Good, A., Barocas, S.F., Chavez-Moreno, L., Feldman, R., & C. Canela. (2017). A Seat at the Table: How the Work of Teaching Impacts Teachers as Policy Agents. Peabody Journal of Education.
Burch, P., Good, A., & C. Heinrich. (2016). Improving Access to, Quality, and the Effectiveness of Digital Tutoring in K12 Education. Educational Evaluation and Policy Analysis.
Stewart, M. & A. Good. (2016). Marketing, Information, and Parental Choice: A Comparative Case Study of Third-party, Federally Funded Out-of-school-time Services. Peabody Journal of Education.
Burch, P. & A. Good. (February 2015). The Conversation Before the Contract: A Framework for Dialogue Between School Districts and Digital Education Providers. Phi Delta Kappan.
Burch, P. & A. Good. (2014). Equal Scrutiny: Privatization and Accountability in Digital Education. Cambridge: Harvard Education Press.
Heinrich, C., Burch, P., Good, A., Acosta, R., Cheng, E., Dillender, M., Kirshbaum, C., Nisar, H. & M. Stewart. (2014). Improving the Implementation and Effectiveness of Out-of-School-Time Tutoring: A Longitudinal Multisite, Mixed-Method Investigation. Journal of Policy Analysis and Management.
Good, A., Burch, P., Stewart, M., Acosta, R., & C. Heinrich. (2014). Instruction Matters: Lessons From a Mixed-Method Evaluation of Out-of-School Time Tutoring Under No Child Left Behind. Teachers College Record.
Acosta, R., Good, A., Burch, P., & Stewart, M. (2013). Devil is in the Details: Examining Equity Mechanisms in Supplemental Educational Services. In G. Sunderman (Ed.), Charting Reform, Achieving Equity in a Diverse Nation. Charlotte, NC: Information Age.
Good, A. (2009). Framing American Indians as the “First Americans”: Using Critical Multiculturalism to Trouble the Normative American Story. Social Studies Research and Practice.
Phone: (608) 262-2063
Office: 1186F Ed Sciences
Current ProjectsScaling Up Smart Spaces for Underrepresented Gifted Students Through the Response to Intervention Framework
Wisconsin Evaluation Collaborative
Improving the Effectiveness of Digital Educational Tools in Increasing Student Achievement and Reducing Achievement Gaps
WEC Oscar Rennebohm
Completed ProjectsA Multisite Evaluation of the Implementation and Impact of Supplemental Educational Services
Continuation of Mixed-Method Evaluation of the T4U Program in Milwaukee Public Schools
MMSD Academic Tutoring Partnership Evaluation
Improving the Effectiveness of Digital Educational Tools in Increasing Student Achievement