Search Annenberg

Documents substantial variation in teacher retention rates across 16 urban districts that observable characteristics do not easily explain.

Uses nationally representative longitudinal data to examine how gender differences are reflected in physiologic function in young adulthood.

Shows through Monte Carlo simulations that testing for balance in lagged outcomes does not reliably detect bias in value-added models.

Analyzes how teachers in six high-poverty schools judged whether instructional teams helped them teach better and improved their schools.

Draws on classroom experience to argue for better school-to-parent communication systems that engage families in supporting student learning.

Examines how health and early childhood education can intersect to improve school readiness for children in poverty or with chronic health conditions.

Reflects on the Coleman Report 50 years on, assessing what research has learned about unequal educational opportunity since 1966.

Replies to Jesse Rothstein's replication and critique of Chetty, Friedman, and Rockoff's findings on teachers' long-term impacts.

Reports a randomized trial of a summer text-messaging program helping parents support literacy at home for first through fourth graders.

Examines how teacher performance ratings change with evaluation system design choices such as measure weights and rating thresholds.

Finds using an instrumental variables approach that taking a college course online rather than in person lowers grades and reduces persistence.

Uses New York City panel data to show that teachers switching grades or subjects within a school hurt student achievement, at about a third the effect of a new teacher.

Develops methods for estimation and inference when instruments are correlated with an endogenous regressor but also directly affect the outcome.

Uses records for over one million children to show that students assigned to high value-added teachers are more likely to attend college and earn more.

Uses 41 million Danish savings observations to show that retirement subsidies mostly shift assets between accounts, raising total saving by only one cent per dollar.

Tests whether teacher value-added measures are biased, using previously unobserved parent characteristics and a quasi-experimental design based on staffing changes.

Examines whether boys' early behavior problems predict their lower rates of high school graduation, college completion, and years of schooling in adulthood.

Characterizes intergenerational income mobility at every U.S. college using data on over 30 million students, documenting stark differences in access by parent income.

Investigates whether campus religious group participation mediates the link between high school religious attendance and college grades, especially for Black and Hispanic students.

Summarizes Getting Down to Facts, the largest independent investigation of how California governs and funds public education.