Good feedback is key to improvement. RMC Research specializes in giving our clients accurate and timely information through research, program evaluation, and technical assistance based on sound, scientific evidence.
Our clients range from large federal education and health programs to small non-profits, from private businesses to foundations. RMC offers evaluation services, professional development and training to improve outcomes, original products driven by data to inform their target audiences effectively, and logistical support for groups to plan program improvement activities, review results, and chart their next steps.
On a given day, RMC staff members may be delivering a policy brief on effective treatment practices, supporting a team of educators in comprehensive school reform, working with the producer of a new television series to understand its impact on children, facilitating a panel of experts to identify promising technology programs, designing a survey on risk factors in health or education, training educators in literacy skills, or consulting with a foundation on evaluating the effectiveness of its grant-making in the arts.
The RMC offices employ more than 130 professional and support staff members. More than half of our professional staff members hold doctoral degrees in education or related fields; the rest either hold advanced degrees or extensive field experience. Many have been teachers or school administrators, while others come from diverse backgrounds including business, social service, health, program administration, media development, and academia.
Dr. Everett W. Barnes, Jr. began his career in education in 1965 as a high school history and geography teacher in a rural, high-poverty school district in New Hampshire. He later became an elementary school principal and in 1970 he joined the Bureau of Educational Research and Testing Center (BERTC) at the University of New Hampshire (UNH). While at BERTC, Dr. Barnes was responsible for the administration and management of the New Hampshire State Assessment Program and served as the lead evaluator for Elementary and Secondary Education Act (ESEA) programs in innovative education, bilingual education, cross-district collaborative services, team teaching, individualized instruction, and career education. While at UNH, Dr. Barnes earned his Master of Arts degree in Education Administration while teaching courses in educational psychology, test interpretation, and grant writing.
Dr. Barnes earned his Ed.D. from the University of Massachusetts at Amherst and joined RMC Research Corporation, Washington, DC, in 1973. Dr. Barnes continued to serve as Project Director for state and local evaluation, development, and training contracts focused on elementary and secondary education instruction, innovation, professional development, and restructuring for students in poverty, students with disabilities, limited English proficient students, incarcerated youth, students in career and vocational education programs, and Native American students.
In 1974 Dr. Barnes became the Project Director for the New England Title I Technical Assistance (TAC) Center, providing consultative and technical assistance to states, districts, and schools in implementing the first ESEA Title I Accountability and Evaluation Reporting System. Since 1974, Dr. Barnes has served continuously as the Project Director or Co-Director of federal ESEA Title I technical assistance centers that assist states and districts with the implementation of policies, programs, and regulations associated with ESEA. Dr. Barnes has also served as the Project Director for the National Diffusion Network, disseminating promising/proven practices; the Western Bilingual Evaluation Assistance Center; and the National Reading Technical Assistance Center.
M. Christine Dwyer (Chris) has an academic background in political science (Mount Holyoke College) and early childhood education (University of New Hampshire) which set the foundation for a career that has involved using research findings and public policies to improve educational opportunities for children and families.
Dwyer has led a number of efforts to disseminate research and best practice in ways that policymakers and other educators can make use of findings especially in the fields of literacy, mathematics, and early childhood education.
Most recently she has served as a content lead for the US Department of Education’s Doing What Works research-to-practice initiative, developing web-based media and tools for professional developers in topics such as preschool language and literacy, literacy for English learners, K-3 reading comprehension, response to intervention in literacy and mathematics, and elementary and middle school mathematics. She is also working with the Office of School Turnaround on state-level initiatives, including principal pipelines for turnaround schools.
For over twenty years, Dwyer provided technical assistance for the federal government and state agencies in the implementation of family literacy programs, focusing on the early childhood and parent development components of Even Start. In that role, Dwyer designed and led a national professional development effort working with expert consultants to redesign early childhood components of Even Start programs.
She also led an effort to develop the Parent Education Profile, a widely used curriculum development and assessment framework that employs the research about parents’ roles in supporting children’s education. Recent product development in early childhood includes working on an online mentoring toolkit for supporting preschool staff and cross-walks of infant/toddler and preschool guidelines.