Search Annenberg

Finds through a quasi-random field experiment that small changes in online college class size do not affect student grades or persistence.

Examines whether the academic ability of those entering teaching has risen since the turn of the century, as teacher accountability policies took hold.

Investigates whether some teachers are differentially effective with English language learners, who must learn language and content simultaneously.

Examines how the particular knowledge and skills English language arts teachers impart contribute to students' longer-term success across subjects.

Shows, using data from California's CORE districts, that surveys of social-emotional learning and school climate are reliable, valid, and informative measures of school performance.

Uses value-added methods to examine whether effective schools systematically recruit, assign, develop, and retain more effective teachers.

Explores "tapping," the informal recruitment of teachers into school leadership, using survey and administrative data from Miami-Dade County Public Schools.

Combines surveys of principals, assistant principals, teachers, and parents with administrative data to identify which principal skills matter most for school outcomes.

Finds that schools under performance pressure assign teachers with stronger performance measures to tested classrooms the following year.

Uses a difference-in-differences strategy to estimate the three-year effects of School Improvement Grants on multiple dimensions in one urban district.

Develops and compares multiple models for using longitudinal student achievement data to measure principal effectiveness.

Examines a contested but little-studied policy, the involuntary transfer of teachers between schools, and its effects on schools, teachers, and students.

Uses two quasi-experimental methods to estimate the effects of integrating two hours of individualized tutorials into an extended day at MATCH Charter Public High School.

Documents how principals use schools serving many poor or low-achieving students as stepping stones to assignments they view as more desirable.

Finds that within the same school and grade, less experienced, minority, and female teachers are assigned lower-achieving students than their colleagues.

Reviews what is known about value-added measures for principal evaluation, including their imprecision and the differing logics on which they are built.

Assesses the mixed legacy of ESEA Title I, which established a federal priority for disadvantaged students and expanded government responsibility for schooling.

Examines Title I's legacy as a vehicle for successive reform agendas and the challenge of developing the capability to support instruction.

Explores how social capital between parents and schools emerges in predominantly low-income Latino elementary school communities.

Traces how Chicago's 1960s school integration debate shifted from demands for equality for Black students to concerns about keeping white families in the city.