PRESIDENT
Presiding the 2025 Conference
Henry Tran is an Associate Professor in the area of Education Leadership at the University of South Carolina who studies issues related to education human resources (HR). He has published and taught extensively on the topic including several with students, holding the Professional in Human Resources Certification, SHRM Certified Professional credential, and the SHRM Inclusive Workplace Specialty Credential. He has served on the Board of Advisors and Board of Trustees for the National Education Finance Academy, and will serve in executive leadership roles (e.g., Vice President and President) for the organization in 2024-25 to 2027-2028.
In addition, Tran is the lead editor for the books: Leadership in Turbulent Times: Cultivating Diversity and Inclusion in the P-12 Education Workplace; Leadership in Turbulent Times: Cultivating Diversity and Inclusion in the Higher Education Workplace (Co-Editor) and How did we get here? The Decay of the Teaching Profession. He is also lead author of the book: Strategic Human Resources Management in Schools: Talent-centered Education Leadership, Stakeholder Engagement: Improving Education through Multi-level Community Relations, the editor of the Journal of Education Human Resources and the Director of the Talent Centered Education Leadership Initiative. He is also the program coordinator for the Ed.D. with a concentration in Education Systems Improvement. Prior to his professorship, Tran served as an HR practitioner in both the private sector and in public education.
In addition, Tran is the lead editor for the books: Leadership in Turbulent Times: Cultivating Diversity and Inclusion in the P-12 Education Workplace; Leadership in Turbulent Times: Cultivating Diversity and Inclusion in the Higher Education Workplace (Co-Editor) and How did we get here? The Decay of the Teaching Profession. He is also lead author of the book: Strategic Human Resources Management in Schools: Talent-centered Education Leadership, Stakeholder Engagement: Improving Education through Multi-level Community Relations, the editor of the Journal of Education Human Resources and the Director of the Talent Centered Education Leadership Initiative. He is also the program coordinator for the Ed.D. with a concentration in Education Systems Improvement. Prior to his professorship, Tran served as an HR practitioner in both the private sector and in public education.
PRESIDENT-ELECT
Presiding the 2026 Conference
David Buckman is an accomplished academic and leader in the field of educational administration, currently serving as Associate Dean for Education Partnerships at the University of West Georgia and will be serving as Dean of the School of Education at the University of South Carolin--Aiken. He holds a Ph.D. in Educational Administration from the University of South Carolina, with a concentration in K-12 Educational Leadership and a cognate in Quantitative Statistics. Dr. Buckman has a rich academic background, including an Ed.S. and M.Ed. in Educational Leadership, and a B.S. in Health & Physical Education, all from the University of South Carolina.
Dr. Buckman's research interests focus on critical issues in school human resources, such as pay, retention, selection, and succession planning. His work aims to understand how administrative decision-making impacts teacher performance and student achievement. He has published extensively, contributing to numerous refereed journals, book chapters, and national conference presentations.
In his administrative roles, Dr. Buckman has demonstrated exceptional leadership. He has served as Interim Department Chair at both the University of West Georgia and Kennesaw State University, and as Associate Dean for Educator Preparation and Partnerships at Augusta University. His leadership extends to significant roles such as Director of the Fusion Center at the University of West Georgia.
Dr. Buckman has been actively involved with the National Education Finance Academy (NEFA) since 2015. He has served on the Board of Trustees, the Board of Advisors, and as Co-Chair of the National Education Finance Conference State of the States round table. His contributions to NEFA include overseeing proposal screenings, organizing conference logistics, and contributing to the organization's strategic planning and operations. In recognition of his scholarly impact, Dr. Buckman was honored as a NEFA Research and Practice Fellow in 2023.
In addition to his involvement with NEFA, Dr. Buckman is a co-founder and Associate Editor of the Journal of Education Human Resources, which is home to the conference's State of the States publication. His leadership in this capacity ensures the journal maintains high standards of scholarly excellence and relevance in the field of education human resources.
As Vice President of NEFA, Dr. Buckman brings a wealth of experience and a deep commitment to advancing the field of education finance. His leadership and expertise will undoubtedly contribute to the continued success and growth of the academy.
Dr. Buckman's research interests focus on critical issues in school human resources, such as pay, retention, selection, and succession planning. His work aims to understand how administrative decision-making impacts teacher performance and student achievement. He has published extensively, contributing to numerous refereed journals, book chapters, and national conference presentations.
In his administrative roles, Dr. Buckman has demonstrated exceptional leadership. He has served as Interim Department Chair at both the University of West Georgia and Kennesaw State University, and as Associate Dean for Educator Preparation and Partnerships at Augusta University. His leadership extends to significant roles such as Director of the Fusion Center at the University of West Georgia.
Dr. Buckman has been actively involved with the National Education Finance Academy (NEFA) since 2015. He has served on the Board of Trustees, the Board of Advisors, and as Co-Chair of the National Education Finance Conference State of the States round table. His contributions to NEFA include overseeing proposal screenings, organizing conference logistics, and contributing to the organization's strategic planning and operations. In recognition of his scholarly impact, Dr. Buckman was honored as a NEFA Research and Practice Fellow in 2023.
In addition to his involvement with NEFA, Dr. Buckman is a co-founder and Associate Editor of the Journal of Education Human Resources, which is home to the conference's State of the States publication. His leadership in this capacity ensures the journal maintains high standards of scholarly excellence and relevance in the field of education human resources.
As Vice President of NEFA, Dr. Buckman brings a wealth of experience and a deep commitment to advancing the field of education finance. His leadership and expertise will undoubtedly contribute to the continued success and growth of the academy.
VICE PRESIDENT
Presiding the 2027 Conference
David Martinez is a Tenured Associate Professor in the Leadership, Learning Design, and Inquiry Department at the College of Education of the University of South Carolina. Davíd is a protean school finance policy scholar connecting policy knowledge and praxis through multi-method inquiry. Through his research Davíd seeks to understand how school finance policy impacts funding availability and spending in low-income, ethnically and linguistically diverse, minoritized communities.
PAST PRESIDENT
Christine Rienstra Kiracofe is Professor and Head of the Educational Studies Department at Purdue. Her research focuses on the intersection of education law and finance and touches on Constitutional issues in K-12 and Higher Education settings as well as school funding litigation. She is the current President of the National Education Finance Academy and the co-editor of Education Law Into Practice.
NEFA Treasurer
Eric A. Houck is an Associate Professor of Leadership and Policy in the School of Education at the University of North Carolina at Chapel Hill. He holds a PhD in educational leadership and policy from Vanderbilt University, a master’s degree in educational policy studies from the University of Wisconsin-Madison, and a bachelor’s degree in education from the University of North Carolina at Chapel Hill. He is currently past-president of the National Education Finance Academy.
A former public school teacher and central office administrator, Dr. Houck has conducted and published research in the areas of state funding mechanisms, intra-district school finance and resource allocation, as well as the fiscal implications of school de- and re- segregation at both the state and district levels. He has published this research in outlets such as the Journal of Education Finance, the Peabody Journal of Education, Education and Urban Society, and Leadership and Policy in Schools. He is a coauthor of a school finance textbook, Modern Education Finance and Policy and co-editor of Funding Public Schools in the United States, Indian Country, and US Territories. He has also written publicly on school finance issues for the (Raleigh) News and Observer and School Business Affairs, as well as appeared as an expert and interviewee for multiple media outlets.
A former public school teacher and central office administrator, Dr. Houck has conducted and published research in the areas of state funding mechanisms, intra-district school finance and resource allocation, as well as the fiscal implications of school de- and re- segregation at both the state and district levels. He has published this research in outlets such as the Journal of Education Finance, the Peabody Journal of Education, Education and Urban Society, and Leadership and Policy in Schools. He is a coauthor of a school finance textbook, Modern Education Finance and Policy and co-editor of Funding Public Schools in the United States, Indian Country, and US Territories. He has also written publicly on school finance issues for the (Raleigh) News and Observer and School Business Affairs, as well as appeared as an expert and interviewee for multiple media outlets.
Graduate Student Representative
Kianna Buehler
MEMBERS: THREE YEAR TERM (2023-2026)
David S. Knight is the Director of Center for the Study of Teaching and Policy and the Director of the Center for Early Childhood Policy and Equity at the University of Washington and serves as Associate Professor of Education Finance and Policy. David is a Fellow at the National Education Policy Center and a member of the Board of Trustees of the National Education Finance Academy. His research focuses on the economics of education and school finance. He studies educational systems through the lens of economic theory and methodologies. His work emphasizes distributive justice, racial/ethnic and socioeconomic equity, systematic racial segregation into under-resourced school districts, and policies aimed at reducing inequality and addressing longstanding racial and income-based disparities in educational opportunity. David holds a Ph.D. in educational policy and a master’s degree in economics from the University of Southern California. He earned a master’s degree in economics education and bachelor’s degrees in economics and anthropology from the University of Kansas. He previously served as an assistant professor at the University of Texas at El Paso and as the Director of the Center for Education Research and Policy Studies at the University of Texas at El Paso.
Carlee Simon is the Dean of the School of Education at the University of Alaska Southeast and an experienced leader in educational administration and policy. She holds a PhD in Educational Administration and Policy from the University of Florida, specializing in public school finance. Dr. Simon is a former superintendent and public school educator with expertise in strategic planning, community engagement, and educational innovation.
Dr. Simon’s work focuses on state and district-level education finance, equity in resource allocation, and policies supporting teacher preparation and recruitment, particularly in rural and Indigenous communities. She has been featured in national outlets such as The Washington Post, NPR’s All Things Considered, and cable news programs, where she has shared insights on education policy and leadership.
Her publications and presentations highlight her commitment to transparency, community engagement, and collaboration, including research on school finance and leadership. She also brings experience in creating partnerships that bridge public and private sectors to enhance workforce development and educator preparation. Dr. Simon’s leadership has earned her recognition as an innovator and advocate for educational equity at both local and national levels.
Dr. Simon’s work focuses on state and district-level education finance, equity in resource allocation, and policies supporting teacher preparation and recruitment, particularly in rural and Indigenous communities. She has been featured in national outlets such as The Washington Post, NPR’s All Things Considered, and cable news programs, where she has shared insights on education policy and leadership.
Her publications and presentations highlight her commitment to transparency, community engagement, and collaboration, including research on school finance and leadership. She also brings experience in creating partnerships that bridge public and private sectors to enhance workforce development and educator preparation. Dr. Simon’s leadership has earned her recognition as an innovator and advocate for educational equity at both local and national levels.
Toni Templeton Toni Templeton, PhD, is a Senior Research Scientist at the University of Houston Education Research Center. In her role, she writes policy evaluation reports commissioned by state agencies, investigates research questions posed by advocacy organizations and nonprofits, as well as conducts grant-funded research. In addition to commissioned work, she conducts academic research that seeks to influence policy and practice by illuminating inequity in public education system, with particular focus on educational outcomes and school finance.
MEMBERS: THREE YEAR TERM (2024-2027)
Iris BenDavid-Hadar is an Associate Professor in the School of Education at Bar-Ilan University, Israel. She specializes in Education Finance Policy, with particular emphasis on equity, social justice, and the economics of education. Her research examines the relationship between educational resource allocation (from both central and local governments) and educational outcomes. She focuses on reconceptualizing equity and developing innovative funding formulae and resource allocation mechanisms to improve educational systems.
Dr. BenDavid-Hadar currently leads the LEAD Project (Learning for Strategic Development), funded by the Israeli Science Foundation (ISF), which explores the reconceptualization of education finance policy for state competitiveness and social cohesiveness. She is a Distinguished Research and Practice Fellow of the National Education Finance Academy and serves on its Board of Trustees. As an international leader in her field, she founded the Economics and Finance of Education Special Interest Group in the Comparative International Education Society (CIES). She also serves on the Board of International Higher Education in Belt and Road Countries (IHE-B&R) at the Beijing Institute of Technology (BIT), China.
Dr. BenDavid-Hadar serves as a member of several national committees and is a member of the Steering Committee for the Programme for the International Assessment of Adult Competencies (PIAAC) Survey. She provides expert consultation to the World Bank and UNESCO on equity reports.
Her research has been published in prestigious journals including the International Journal of Educational Development, Compare, and Management in Education. Her recent book, "Education Finance, Equality, and Equity," was published by Springer.
Dr. BenDavid-Hadar currently leads the LEAD Project (Learning for Strategic Development), funded by the Israeli Science Foundation (ISF), which explores the reconceptualization of education finance policy for state competitiveness and social cohesiveness. She is a Distinguished Research and Practice Fellow of the National Education Finance Academy and serves on its Board of Trustees. As an international leader in her field, she founded the Economics and Finance of Education Special Interest Group in the Comparative International Education Society (CIES). She also serves on the Board of International Higher Education in Belt and Road Countries (IHE-B&R) at the Beijing Institute of Technology (BIT), China.
Dr. BenDavid-Hadar serves as a member of several national committees and is a member of the Steering Committee for the Programme for the International Assessment of Adult Competencies (PIAAC) Survey. She provides expert consultation to the World Bank and UNESCO on equity reports.
Her research has been published in prestigious journals including the International Journal of Educational Development, Compare, and Management in Education. Her recent book, "Education Finance, Equality, and Equity," was published by Springer.
Osnat Zaken is an accomplished educator, researcher, and leader in the field of education finance, administration, and assessment. With a robust academic background and extensive professional experience, Dr. Zaken has made significant contributions to the field through her scholarly research, teaching, and administrative roles.Dr. Zaken earned her Doctor of Education (Ed.D.) in Education Administration & Supervision with a specialization in Education Finance from St. John's University in Queens, NY, in June 2006. Her dissertation, titled "Experts' Views on Revenue Options to Implement the Campaign for Fiscal Equity Court Decision," underscored her expertise in education finance and policy, earning her Summa Cum Laude honors. Prior to her doctoral studies, Dr. Zaken completed a Master of Arts (M.A.) in Economics and Finance at Brooklyn College, City University of New York, and holds a Bachelor of Arts (B.A.) from Brooklyn College.
Currently serving as the Director of Analytics & Data Management/Director of Assessment at Touro University's Graduate School of Education in New York City since 2008, Dr. Zaken plays a pivotal role in ensuring institutional compliance with accreditation standards and reporting requirements. Her responsibilities include supporting program reviews, completing state and federal reports for governmental agencies, and fostering a "culture of evidence" for data-based decision-making. Dr. Zaken's expertise extends to accreditation processes, program evaluation, and statistical analysis. In addition to her administrative role, Dr. Zaken holds a position as an Associate Professor of Education and Special Education at Touro University, where she engages in scholarly research, teaches courses, coordinates program development activities, and advises students. Her dedication to education extends beyond higher education institutions, as she previously served as a Teacher and then Assistant Principal within the New York City Department of Education, overseeing grant administration, budgeting, school safety, and personnel management.
Dr. Zaken's scholarly contributions are extensive, with numerous peer-reviewed journal articles, book chapter, and presentations at national and international conferences. Her research focuses on education finance, state-level budget analysis, and policy implications for educational equity and improvement. She is an active member of various professional organizations, serving on editorial advisory boards, conference committees, and as a reviewer for academic journals and accreditation bodies. Throughout her career, Dr. Zaken has received several awards and honors, including the Annual Economics and Finance of Education Special Interest Group (EFE SIG) Award, recognition as a Distinguished Research & Practice Fellow by the National Education Finance Academy, and appointments as an accreditation lead reviewer for the Association for Advancing Quality in Educator Preparation (AAQEP).
With her multidisciplinary expertise, passion for education, and commitment to evidence-based practice, Dr. Osnat Zaken continues to be a driving force in shaping educational policies, fostering excellence in teaching and learning, and advocating for equitable access to quality education for all students. Her illustrious career exemplifies her unwavering dedication to improving education systems and fostering equitable opportunities for all learners. Through her scholarship, leadership, and service, she continues to inspire positive change in the field of education.
Currently serving as the Director of Analytics & Data Management/Director of Assessment at Touro University's Graduate School of Education in New York City since 2008, Dr. Zaken plays a pivotal role in ensuring institutional compliance with accreditation standards and reporting requirements. Her responsibilities include supporting program reviews, completing state and federal reports for governmental agencies, and fostering a "culture of evidence" for data-based decision-making. Dr. Zaken's expertise extends to accreditation processes, program evaluation, and statistical analysis. In addition to her administrative role, Dr. Zaken holds a position as an Associate Professor of Education and Special Education at Touro University, where she engages in scholarly research, teaches courses, coordinates program development activities, and advises students. Her dedication to education extends beyond higher education institutions, as she previously served as a Teacher and then Assistant Principal within the New York City Department of Education, overseeing grant administration, budgeting, school safety, and personnel management.
Dr. Zaken's scholarly contributions are extensive, with numerous peer-reviewed journal articles, book chapter, and presentations at national and international conferences. Her research focuses on education finance, state-level budget analysis, and policy implications for educational equity and improvement. She is an active member of various professional organizations, serving on editorial advisory boards, conference committees, and as a reviewer for academic journals and accreditation bodies. Throughout her career, Dr. Zaken has received several awards and honors, including the Annual Economics and Finance of Education Special Interest Group (EFE SIG) Award, recognition as a Distinguished Research & Practice Fellow by the National Education Finance Academy, and appointments as an accreditation lead reviewer for the Association for Advancing Quality in Educator Preparation (AAQEP).
With her multidisciplinary expertise, passion for education, and commitment to evidence-based practice, Dr. Osnat Zaken continues to be a driving force in shaping educational policies, fostering excellence in teaching and learning, and advocating for equitable access to quality education for all students. Her illustrious career exemplifies her unwavering dedication to improving education systems and fostering equitable opportunities for all learners. Through her scholarship, leadership, and service, she continues to inspire positive change in the field of education.
Amy Dagley is an associate professor and program director of Educational Leadership in the Department of Human Studies at the University of Alabama at Birmingham. She is an education law and policy scholar with a focus on constitutional and statutory rights, ethics, and school funding. She is a Distinguished Research Fellow of the National Education Finance Academy, and currently serves on the author’s committee for West’s Education Law Reporter and on the faculty editorial board of the Education Law and Policy Review.
MEMBERS: THREE YEAR TERM (2025-2028)
Jeffrey Maiden is a professor in the Educational Administration, Curriculum and Supervision program at the University of Oklahoma, where he has held an academic appointment for more than three decades. He teaches courses in education finance, technology leadership, and quantitative research tools. He was the founding Director of the Institute for the Study of Education Finance and currently serves that organization as Researcher and Director Emeritus. Dr. Maiden’s research interests are focused on education funding issues, including intergovernmental fiscal relationships, the fiscal effects of educational reform, educational capital outlay and debt service, and the financial effects of educator turnover. The results of his research have frequently been published in The Journal of Education Finance. He has participated in numerous statewide projects related to financing education. Dr. Maiden was the 2000 recipient of the University Council on Educational Administration’s Jack A. Culbertson Award, the National Education Finance Conference’s 2012 Research Fellowship, and the National Education Finance Academy’s 2024 R. Craig Wood Lifetime Achievement Award.
Dr. Jacob D. Skousen is an Assistant Professor of Educational Policy and Leadership at the University of Nevada, Las Vegas (UNLV). With extensive experience as a teacher, principal, and district-level administrator in public education, Dr. Skousen brings a practical perspective to his academic work. His research interests include leadership development, social justice leadership, school safety, and equity in school finance.
Dr. Skousen's scholarship focuses on addressing disparities in K-12 education through equitable funding practices and effective leadership. His work has been published in prominent journals such as the American Journal of Distance Education, Journal of Education Finance, Urban Education, and the Journal of School Leadership. He actively participates in the National Education Finance Academy's (NEFA) State of the States project and recently served as an editor for a Special Issue published in the Journal of Education Human Resources. His recent publications include analyses of education finance policies in states such as Rhode Island and Oregon, as well as studies on the financial challenges associated with public school fees. In addition to his research, Dr. Skousen is committed to advancing the profession through service and leadership. He is actively involved in professional organizations, including NEFA, and serves as the Conference Chair for the Association of Teacher Leadership and Scholarship (ATLAS), where he leads efforts to provide professional development opportunities for educators around the world.
Dr. Skousen's contributions extend beyond publications and conferences. His research has practical implications for policymakers and school leaders, particularly in the areas of funding equity and leadership development. Dedicated to preparing future educators, Dr. Skousen strives to bridge the gap between research and practice, advocating for policies that promote equitable learning environments and effective leadership in K-12 schools.
Dr. Skousen's scholarship focuses on addressing disparities in K-12 education through equitable funding practices and effective leadership. His work has been published in prominent journals such as the American Journal of Distance Education, Journal of Education Finance, Urban Education, and the Journal of School Leadership. He actively participates in the National Education Finance Academy's (NEFA) State of the States project and recently served as an editor for a Special Issue published in the Journal of Education Human Resources. His recent publications include analyses of education finance policies in states such as Rhode Island and Oregon, as well as studies on the financial challenges associated with public school fees. In addition to his research, Dr. Skousen is committed to advancing the profession through service and leadership. He is actively involved in professional organizations, including NEFA, and serves as the Conference Chair for the Association of Teacher Leadership and Scholarship (ATLAS), where he leads efforts to provide professional development opportunities for educators around the world.
Dr. Skousen's contributions extend beyond publications and conferences. His research has practical implications for policymakers and school leaders, particularly in the areas of funding equity and leadership development. Dedicated to preparing future educators, Dr. Skousen strives to bridge the gap between research and practice, advocating for policies that promote equitable learning environments and effective leadership in K-12 schools.
Dr. Terron Phillips is a clinical assistant professor of higher education at Purdue University in the College of Education, where his teaching and research have focused on inclusive academic, social, and financial educational systems. In addition to his teaching and research responsibilities at Purdue, Dr. Phillips serves as the state director of the Indiana GEAR UP program (Gaining Early Awareness and Readiness for Undergraduate Programs). Since 2019, Dr. Phillips has also served as the co-founder and co-manager of Future Matters, a nonprofit organization that aims to increase exposure and access to postsecondary educational and/or career opportunities for economically disadvantaged middle and high school students. He earned his master’s degree in Higher Education Administration from Louisiana State University and his Ph.D. in Higher Education with a certificate in Inclusive Excellence from Purdue University. Before working at Purdue, Dr. Phillips worked in college enrollment management and leadership roles at Holy Cross College and the University of Notre Dame, advancing policies and practices toward increasing educational access and opportunity for students of all backgrounds at various educational levels. Dr. Phillips’ work in the field of education is motivated by his previous personal experiences as a low-income, first-generation high school and college student.