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

Asks whether teachers who are effective with one group of students are equally effective with others, testing the consistency of value-added measures across subgroups.

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

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.

Proposes a general approach to measuring test measurement error, including day-to-day variation in student performance that reliability estimates miss.

Argues value-added measures offer little guidance for individual teacher improvement but can inform decisions about programs, staffing, and incentives.

Explores whether measures of instructional practice predict teachers' value-added to student test score gains.

Examines the dynamics of teacher performance in the first five years to inform pre-tenure decisions about investment and dismissal.

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

Considers the limitations of data-driven decision making for the many consequential choices made in classrooms, schools, districts, and legislatures.

Assesses what econometric cost functions can and cannot tell us about the cost of an adequate education compared with professional judgment approaches.

Reviews how administrative and experimental data have advanced economists' research on the effects of school reform policies.

Presents a matching scheme for consistently geocoding U.S. metropolitan areas across the 1970, 1980, and 1990 Censuses, which used differing definitions.

Uses General Social Survey data on older cohorts to estimate the effects of measurable school characteristics on student achievement.

Annenberg director John Papay writes for Education Week on how research-practice partnerships can move education research into real policy decisions, drawing on a decade of partnership work.

This talk will explore how racism shapes educational experiences and outcomes, examining critical quantitative approaches for studying racial inequities and advancing research on education and equity.

Join the Annenberg Institute on November 5 for “The Unequal Terms of Support: Race, Class, and Opportunity in College,” a talk by Sherelle Ferguson, assistant professor of sociology at UC Irvine. Drawing on interviews and ethnographic research, Ferguson explores how race and social class shape students’ relationships with faculty and advisors, revealing how unequal expectations and relational work influence access to support and educational opportunities.

In Education Week, researchers argue the federal study of School Improvement Grants was too underpowered to detect the real gains in SIG schools.

Jason Okonofua will discuss research on reducing the consequences of bias in education and other real-world settings, exploring evidence-based strategies that promote more equitable outcomes through changes to systems and environments.

The Brown Daily Herald covers the move of five University divisions, including the Annenberg Institute, into the renovated 164 Angell Street hub.

This talk will examine the long-term effects of early Head Start exposure, exploring how researchers use causal methods to understand the relationship between early childhood programs and adult outcomes.

A talk on how environmental disasters disrupt schooling, and what communities need to recover.

GoLocalProv reports on Matthew Kraft's finding that a typical Providence classroom is interrupted over 2,000 times a year.