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Barry E.

Stern, PhD
708 Wooden Bridge Drive
Purcellville, VA 20132
Phone/Fax: (540) 751-0601 Cell: (734) 239-1737
Employment Objective: draw on diverse skills and experience to help young peopl
e prosper in secondary, postsecondary and workforce development environments by
building better pathways to career and college success.
* Presidential appointee to administer federal career-tech & adult education pro
* Policy/planning director for Michigan career and workforce development program
* Director of USAID-funded international youth development program
* Strategic planner for California adult education and jail education programs.
* Created educational performance measures in state, federal, and local settings
* International school administration and consulting with U.S. foreign aid progr
* Created human resources department in a major hospital.
* Policy analyst for U.S. Secretaries of Labor and Education
* Evans Newton, Inc High School Advisory Board; Sr. Fellow, Haberman Foundation
* Over 75 articles and editorials on school reform, career and workforce develop
* Grant awards from National Science Foundation and National Academy of Sciences
. Doctoral fellowship from Ford Foundation.
* Bilingual (Spanish)
* Supervised $1.4 billion federal vocational and adult education program with 12
0 employees.
* Directed Education Development Center program to improve education, health and
welfare of youth in developing countries (Haiti, Philippines, East Timor, India
, West Bank, Morocco, Dominican Republic). Fielded and led team for highly regar
ded youth assessment for four Eastern Caribbean nations; contributor to youth as
sessment in Yemen.
* Principal Investigator National Science Foundation-funded demonstration school
for 350 employment deficient young adults; 2+ grade-level gains in reading & ma
th in 2 months.
* U.S. Education Department's first national and regional conferences to help in
dividuals with disabilities move from dependence to independence through better
coordination of policies and programs across federal, state, and local agencies.
* Coordinated multi-agency school-to-work projects for half of Washington State.
Developed first youth employment-training program in state and possibly U.S. wi
th performance-based funding.
* Established first two-year, postsecondary professional training school in Vene
zuela. Hundreds of alumni run many of Venezuela's YMCAs, (public) Children Counc
il centers, Boy Scout programs, and other social service agencies. Operating 35
* Forefront of federal/state school-to-career initiatives that have improved res
ponsiveness of educational system to employer needs and helped millions achieve
career and college success, e.g. career pathways/academies, tech-prep, integrate
d academic and technical curricula, industry skill standards/portable credential
s, workplace and family literacy, one-stop career centers, occupational and educ
ational information systems to aid career choice.
* Designed/directed $5 million Michigan initiative to integrate strategic planni
ng of public schools, colleges, workforce, and city/county agencies within 25 ec
onomic development regions. Became model for U.S. Dept of Labor program to promo
te cross-agency planning.
* Seminar to train educators in employing computer-assisted methods, curriculum
integration and team teaching to accelerate learning and cost-effectiveness of p
* Developed data dashboard management indicators to improve productivity of comm
unity college departments and programs.
* Developed performance-based adult education program yielding learning rates th
ree times faster and 15% more cost-effectiveness than state program with attenda
nce-based funding.
* U.S. Millennium Challenge Corp. consultant to Mongolia to re-invent system of
vocational-technical education. Recommendations currently being implemented.
* Adviser to Honduras Minister of Education who implemented school-to-work sugge
stions for national education reform. Also, USAID workforce training consultant
to Sri Lanka.
* Strategic planning project for California adult education that guided this $0.
5 billion per year program for 10 years.
* California's first legislatively mandated study and strategic plan for jail ed
* Strategy to integrate seven disparate agencies with 1100 employees into new Mi
chigan Department of Career Development: Result: more effective programs and pr
ogressively increasing awareness and satisfaction among local agency customers a
nd the public.
* Established and administered new HR department for 2000-employee medical cente
r; negotiated contracts with five labor unions. Higher morale, labor peace for
entire 4 years.
* Initiated management development, performance appraisal, merit pay, employee a
ssistance, self-funded health insurance. Result -- less turnover + higher produc
* Negotiated nursing career ladder that resulted in less turnover of highest ski
lled nurses.
* Developed largest employer-based childcare program in Washington State; long w
aiting list.
* Workers' compensation back-to-work program saved $430,000 over 3 years.
* Led quality and productivity improvement (e.g. Baldrige, TQM) in state and fed
eral agencies resulting in improved employee and customer satisfaction.
* Directed intensive, computer-assisted, team taught accelerated learning progra
m in Los Angeles that achieved 2.5 grade-level gains in math and reading in only
2 months and placed 85% of 300 graduates in career-track jobs or college. Desig
ned $5 million Michigan initiative to replicate program for 1500 young adults in
six cities.
* Career information delivery system program in 9 states that eventually spread
to every state. Increased individual earnings producing $30 to $60 in tax reven
ues for only $2.50 per person
* Career development report cards for state of Michigan..
* Supervised state grants program resulting in higher level technical curricula
for community colleges, professional trade associations and employers.
* Initiated award winning training and development program for 2000-employee med
ical center in Seattle.
* Study on "Metal Working Skill Gaps in Southern California" resulted in univers
ity and technical college programs or revised curricula that were more responsiv
e to employer needs.
* School-to-career programs in Seattle sharply improved performance of economica
lly disadvantaged high school students: 17% higher grades, 10% fewer dropouts, 6
2% higher grade level promotions.
* Taught college courses in educational organization and administration.
* Taught survey research methods as visiting scholar at University of Chile.
* Developed and taught unique "Teen Issues" course in Berkeley, CA to foster cri
tical thinking about drug abuse prevention, other health issues and race relatio
ns. Remained in curriculum over 25 years.
* Conducted supply/demand analysis in education, engineering, and healthcare. Re
sult: Macomb Community College now has partnerships with Oakland and Ferris Stat
e universities for dual enrollment programs in these areas leading to Bachelor's
* First education report card for Southern California Association of Governments
. Compared success of school districts with low, middle and upper income student
populations in 6-county region. Rated success of public higher education instit
* USAID Guide for Conducting Cross-sectoral Youth Assessments. Chief editor for
program guides in Livelihoods Development, Literacy, and Assessing Program Cost-
* Evaluated educational programs of Covenant House California. Results: more foc
used program for Hollywood homeless youth that integrated instruction in English
, math, computer, and employability skills. Many found jobs and became independe
* Book + 75 articles and editorials on school reform, technological education, s
chool-to-work transition, worker retraining, educational and career information
systems, and jail education.
* Study of special education funding trends and issues in Ann Arbor Public Schoo
ls contributed to voter approval of county special education millage.
Barry Stern & Associates: Consultant for US Millennium Challenge Corporation, L
iteracy USA, USAID, Macomb Community College, Proviso Township High School Distr
ict, California Dept of Education, Southern California Association of Government
s, Covenant House California, Offices of Education in Los Angeles and Orange cou
nties in CA and Oakland County in MI, Seton Hall University, others; 1986 to pre
Project Director, Educational Quality Improvement Project 3 (EQUIP3/Youth Trust)
, Education Development Center, 2007 - 2008, Washington, D.C.
Executive Director of Planning; Macomb Community College; 2003-2005; Warren, MI
Director, Policy & Planning; Michigan Department of Career Development; 1999-200
2; Lansing
National Science Foundation Principal Investigator and Project Director; Manufac
turing Learning Center; 1994-1997; Los Angeles, CA
Deputy Assistant Secretary; U.S. Department of Education; 1990-1992; Washington,
Human Resources Administrator; Providence Medical Center; 1981-1985, Seattle, WA
Director, School to Work Projects; King Co. Employment & Training Consortium & S
eattle Public Schools; 1978-1980; Seattle, WA.
Other positions: policy analyst for U.S. secretaries of Labor and Education; ass
istant professor, Oberlin College; teacher and coach, Berkeley High School (CA);
Peace Corps Volunteer, Venezuela.
Ph.D. Stanford University, CA: Education & International Development
M.S. University of Illinois, Urbana, IL: Health and Physical Education
B.S. Springfield College, Springfield, MA (summa cum laude)
* Superintendents Training Academy Certificate from Michigan Leadership Institut
Selected Community Activities
* Evans-Newton, Inc High School Advisory Board to help expand high school busine
* Senior Fellow, Haberman Educational Foundation - establish career & college re
adiness program in high schools and colleges that uses Haberman interview to sel
ect staff.
* Loudoun County Special Education Advisory Committee - improve program performa
nce through more effective parental and community involvement.
* 2005 White House Conference on Helping America's Youth.
* California Job Training Coordinating Council. Appointed by Governor of Califor
* Macomb County (MI) Strategic Visioning Task Force (education and economic deve
lopment). Prepared final report that was formally endorsed by County Commissione
* Chair, Strategy Committee-Ann Arbor Families for Autistic Children's Education
and Support; founding member of Michigan Alliance for Special Education.
* Chair: Washington State Senate Select Citizens Committee for Health & Social S
* VP of first Community Advisory Board for collaborative school/university drug
abuse/delinquency prevention project that tracked participants and control group
for 25 years. Recognized as exemplary practice by 2005 White House Conference
on Youth.
Employment Objective: Dr. Stern would like to draw on his diverse skills and ex
tensive experience to help young people prosper in secondary, postsecondary and
workforce development environments by building better pathways to career and col
lege success.
Career Overview: Barry Stern would bring broad experience and an outstanding re
cord of accomplishment to an organization. He has run educational programs and
held leadership positions at the national, state and local levels, in both the p
ublic and private sectors, and abroad. He has also worked in the healthcare are
na and created a human resources department in a major hospital. Earlier in his
career, he worked on the front lines, teaching and running programs. Subsequen
tly, he had various government positions leading to increased effectiveness of o
ur educational and workforce development institutions.
Dr. Stern has also owned small businesses and been a consultant to various educa
tional and governmental entities. Collectively, these experiences helped him th
ink broadly and strategically, work effectively with individuals from diverse ba
ckgrounds, and quickly assess situations and propose innovative approaches.
Most of Dr. Stern's career has been at the forefront of career development initi
atives that continue to benefit millions of students. As Director of Policy and
Planning for the Michigan Department of Career Development, and before that as
U.S. Deputy Assistant Secretary of Education; he helped develop and promote inno
vations such as career pathways/academies, tech-prep, integrated academic and te
chnical curricula, industry skill standards, workplace and family literacy, one-
stop career centers, and career information delivery systems that aid career cho
ice. His focus on customers, particularly employers, in designing these initiat
ives is the likely reason for their enduring success and popularity.
Several have commented that Dr. Stern is one of the best conceptual thinkers the
y've run across and has exceptional skills in framing the future. He has conduc
ted research and written about aspects of systems that seemed to be working or n
ot working. He has translated that research into creative innovations that have
improved operational performance; e.g., computer-assisted, cross-disciplinary a
ccelerated learning programs that produce students who are confident in their ab
ilities and enthusiastic about their future.
Along with his creative approach to solving problems, Dr. Stern uses a fact-find
ing approach in managing and decision-making. He's open, gets input from people
and develops good outcome decisions, which are usually arrived at by consensus.
He works hard at developing partnerships and is good at bringing together people
with diverse backgrounds to find common ground.
In conclusion, his strong work ethic, "can do" attitude, strong written and oral
communication skills, and high moral integrity have characterized Dr. Stern's c
areer as an educator, administrator, planner and executive. Moreover, his abili
ties to lead organizational change, create partnerships, coordinate diverse acti
vities within and between organizations and work harmoniously with diverse const
ituencies would seem to be qualities that would add to the success of enterprise
s in the field of human development.