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.
Uses a difference-in-differences strategy to estimate the three-year effects of School Improvement Grants on multiple dimensions in one urban district.
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.
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.
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.
Purpose: New teacher evaluation systems have expanded the role of principals as instructional leaders, but little is known about principals’ ability to promote teacher development through the evaluation process.
Finds that hiring teachers after the school year starts reduces student achievement, with late-hired math teachers remaining persistently less effective.
Surveys 1,368 eighth graders on non-cognitive skills, finding that scales predict individual outcomes but behave paradoxically at the school level and in charter comparisons.
