Susan B. Neuman is a professor of early childhood and literacy and chair of the Teaching and Learning Department at the New York University’s Steinhardt School of Culture, Education, and Human Development. She is a specialist in early literacy development; whose research and teaching interests include early childhood policy, curriculum, and early reading instruction for children who live in poverty.

Previously, she served as the US Assistant Secretary of Elementary and Secondary Education. In her role, Neuman established the Early Reading First program, developed the Early Childhood Educator Professional Development Program, and was responsible for all activities in Title I of the Elementary and Secondary Act.

Before coming to NYU, she was a professor for over 12 years at the University of Michigan, where she directed the Center for the Improvement of Early Reading Achievement (CIERA), and the Ready to Learning Research Center, which included projects working to change the odds for children in poverty.

Her newest book, Giving Our Children a Fighting Chance: Poverty, Literacy, and the Development of Information Capital (2014), explores the knowledge gap between children from affluent circles and those from poorer neighborhoods and how that gap can be closed by increasing access to literacy resources. She is also the author of such widely read titles as All About Words: Increasing Vocabulary in the Common Core Classroom, Pre-K Through Grade 2,Changing the Odds for Children at Risk; Educating the Other America, and Nurturing knowledge: Building a Foundation for School Success with Kathy Roskos.*

Neuman received her doctorate at the University of the Pacific in Stockton, California, in 1977; her MA at California State University-Hayward; and her BA at American University. A powerful speaker, Neuman delivers insightful keynotes on how educators and parents can foster a learning spirit in all young children, regardless of their socio-economic backgrounds. She brings to life her work with teachers in classrooms throughout the country, and provides some critical and important insights in how teachers can address the Common Core standards.

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