Howard Everson, Ph.D., leads the design and development of innovative, technology-based assessments of student proficiency in STEM-related disciplines. His experience directing research for the College Board and Educational Testing Service (ETS), as well as the National Assessment of Educational Progress (NAEP) Statistical Services Institute, is leveraged to help states and school districts use student assessments strategically in their efforts to implement new college and career-ready standards. Everson also designs and leads studies of the validity of learning assessments embedded within online games and other digital learning environments.

Prior to joining SRI, Everson was a professor of psychology and director of the Center for Advanced Study in Education at the Graduate School of the City University of New York (CUNY). His research and scholarly interests focused on the intersection of cognition, the learning sciences and assessment, and he contributed to developments in educational psychology, psychometrics and quantitative methods.

Previously, Everson was a faculty member in the doctoral program in psychometrics at Fordham University. Earlier, Everson served as the executive director of the NAEP Statistical Services Institute at the American Institutes for Research, and was the vice president and chief research scientist at the College Board.

Everson was a psychometric fellow at ETS and is an elected fellow of both the American Educational Research Association and the American Psychological Association. He has authored two books and 16 book chapters, and has published in a variety of peer-reviewed journals including Instructional Science, Applied Psychological Measurement, Journal of Educational and Psychological Measurement, Multivariate Behavioral Research, Anxiety, Stress and Coping, the Educational Psychologist and Teachers College Record. Everson has been named the incoming editor of the journal Educational Measurement: Issues and Practices, published by the National Council for Measurement in Education.

Everson earned a B.A. degree in psychology from Brooklyn College, an M.S. degree in teacher education from Montclair State College in New Jersey, and a Ph.D. in educational psychology from CUNY.