David Burkam is a Lecturer and Assistant Research Scientist at the University of Michigan where he has a joint appointment spanning the School of Education and the Residential College. He teaches research methods and design, program evaluation, freshmen writing, quantitative reasoning, and sociology of education. David is the author of many articles and reports, and his recent research includes equity issues in kindergarten and early schooling, gender equity in math and science, high school curriculum structure, and measurement issues in student coursetaking and achievement. He is the co-author (with colleague Valerie Lee) of the book Inequality at the Starting Gate (2002), an exploration of social background differences in achievement as children begin school.
David is also an academic advisor in the RC and coordinates the RC’s Individualized Concentration Program [ICP]. In 1993, he received UM’s Ruth M. Sinclair Memorial Award for Outstanding Undergraduate Academic Advising. In 2001, he received the Residential College Excellence in Teaching Award, and was cited for creating interdisciplinary courses that bridge the gap between mathematics, the social sciences and the humanities.
For a more personal portrait, visit his website
RC Core 100: Daemons, Princes and Saints: Views of Love Across the Disciplines
RC Social Science 365: Excellence, Equity, and the Politics of Education
RC Core 334: A Liberal Arts Practicum — What Can You Do With an RC Education?
Burkam, D.T., LoGerfo, L, Ready, D., & Lee, V.E. (2007). "The Differential Effects of Repeating Kindergarten: Cognitive Boost for Some, Cognitive Bust for Others". Journal of Education for Students Placed At Risk. 12(2), 103-136.
Burkam, D.T., Michaels, D.L., & Lee, V.E. (2007). "School Grade Span and Kindergarten Learning". Elementary School Journal, 107(3), 287-303.
Lee, V.E., Burkam, D.T., Ready, D., Honigman, J.J., & Meisels, S.J. (2006). "Full-Day vs. Half-Day Kindergarten: In Which Program Do Children Learn More?" American Journal of Education, 112(2), 163-208.
Ready, D.D., LoGerfo, L.F., Lee, V.E., & Burkam, D.T. (2005). "Explaining Girls’ Advantage in Kindergarten Literacy Learning: Do Classroom Behaviors Make a Difference?" Elementary School Journal, 106(1), 21-38.
Burkam, D.T., Ready, D.D., Lee, V.E., & LoGerfo, L. (2004). "Social Class Differences in Summer Learning Between Kindergarten and First Grade: Model Specification and Estimation". Sociology of Education, 77(1), 1-31.
Lee, V.E., & Burkam, D.T. (2003). " Dropping Out of High School: The Role of School Organization and Structure", American Educational Research Journal, 40 (2), 353-393.
Lee, V.E. & Burkam, D.T. (2006). "Inequality in Kindergarten". Entry for the Encyclopedia of Sociology . Blackwell Publishing.
Lee, V.E. & Burkam, D.T. (2002). Inequality at the Starting Gate: Social Background Differences in Achievement as Children Begin School. Washington, DC: Economic Policy Institute.
Burkam, D.T. (1997). "First-Year Calculus at the University of Michigan". In D. Kennedy (Ed.) Teacher’s Guide—AP Calculus, ETS/College Board.
Burkam, D.T. & Burkam, A.S. (1995). "Is Item Format Important?" In D.R. Baker & K. Scantlebury (Eds.), Science “Coeducation”: Viewpoints from Gender, Race and Ethnic Perspectives. NARST Monograph, Number 7, 140-159.
Burkam, D.T. (1990). Teaching Mathematics Within The Writing Curriculum. In A. Sterrett (Ed.) Using Writing to Teach Mathematics, the Mathematical Association of America Notes, Number 16.