The talk examined how teacher biases and racialized organizations contribute to racial disparities in school discipline. Jayanti Owens, Mary Tefft and John Hazen White, Sr. Assistant Professor of Sociology and International and Public Affairs, Brown University, presented “Double Jeopardy: Teacher Biases, Racialized Organizations, and the Production of Racial Disparities in School Discipline” at the Annenberg Institute at Brown University on October 5, 2021. The talk was part of Annenberg’s Education Policy Workshop Series, an hour-long “works in progress” seminar centered on empirical research related to education and education policy. Speakers come from a variety of disciplinary traditions, and the series welcomes faculty, postdocs, graduate students, and research staff from across the university who are interested in empirical research in education.

The talk examined the effects of exposure to deliberative school board meetings. Jonathan Collins, Assistant Professor of Education, Brown University, presented “Exposure to Deliberative School Board Meetings” at the Annenberg Institute at Brown University on March 10, 2020. The talk was part of Annenberg’s Education Policy Workshop Series, an hour-long “works in progress” seminar centered on empirical research related to education and education policy. Speakers come from a variety of disciplinary traditions, and the series welcomes faculty, postdocs, graduate students, and research staff from across the university who are interested in empirical research in education.

Annenberg’s Education Policy Workshop Series is an hour-long “works in progress” seminar centered on empirical research related to education and education policy. Seminars are typical academic presentations intended for a broad academic audience. Speakers come from a variety of disciplinary traditions and we seek to be inclusive to a broad, multi-disciplinary audience.

We invite faculty, postdocs, graduate students, and research staff from across the university who are interested in empirical research in education to participate.

Event speaker: Skyler Gin

Event Title: “They Look and Act Like Me!”: Narrative and Identity-Based Interventions to Promote STEM Engagement

The talk examined narrative and identity-based interventions designed to promote student engagement in STEM. Skyler Gin presented ““They Look and Act Like Me!”: Narrative and Identity-Based Interventions to Promote STEM Engagement” at the Annenberg Institute at Brown University on March 5, 2026.

Jessalynn James, Postdoctoral Research Associate, Brown University, presented work in progress at the Annenberg Institute at Brown University on December 10, 2019. The talk was part of Annenberg’s Education Policy Workshop Series, an hour-long “works in progress” seminar centered on empirical research related to education and education policy. Speakers come from a variety of disciplinary traditions, and the series welcomes faculty, postdocs, graduate students, and research staff from across the university who are interested in empirical research in education.

The talk presented research on the long-run effects of teachers' mentoring relationships with students. Matthew Kraft, Associate Professor of Education and Economics, Brown University, presented “More than Teaching: The Long-run Effects of Teachers’ Mentoring Relationships with Students” at the Annenberg Institute at Brown University on October 27, 2020 in a virtual session. The talk was part of Annenberg’s Education Policy Workshop Series, an hour-long “works in progress” seminar centered on empirical research related to education and education policy. Speakers come from a variety of disciplinary traditions, and the series welcomes faculty, postdocs, graduate students, and research staff from across the university who are interested in empirical research in education.

Come to see us at the AEFP 47th Annual Conference on March 17-19, 2022 at Hilton Denver City Center - Denver, Colorado.

Thursday, March 17, 2022

1.03 - High schools, specializations, and returns
Schools and Educational Inequality: Understanding Schools’ Effects on Long-Term Outcomes
Preeya Mbekeani, John Papay, Richard J . Murnane, Ann Mantil

2.06 - New Perspectives on the Early Childhood Workforce
Leadership, Classroom Quality, and Teacher Retention in Early Care and Education Settings
Anna J. Markowitz, Justin Doromal

4.02 - Heoterogeneity and student success
Heterogeneous Beliefs and Student Efforts in College:Two Field Experiments on the Impacts of Predicted Course Grade Information
Suhong Yang, Xiaoyang Ye, Dean He, Qiujie Li

Friday, March 18, 2022

5.03 - Investments in Student Success in Early Grades
The Earlier, The Better? Experimental Evidence on the Timing of Systematic Phonics Instruction for Non-Native Early Readers
Xinjie Zhang, Xiaoyang Ye, Carolyn Heinrich, Lu Wang

5.06 - Effectiveness of Policies and Pedagogies During the COVID-19 Pandemic
An Investigation of Head Start Preschool Children’s Executive Function, Early Literacy, and Numeracy Learning in the Midst of the COVID-19 Pandemic
Kathleen Lynch, Monica Lee, Susanna Loeb

5.07 - Segregation, Stratification, and School Choice
Do Public School Choice Policies Segregate Schools? Casual Effects in Michigan
Danielle Edwards, Kaitlin P. Anderson

6.10 - The effects of moving learning online
Online Learning and Human Capital Accumulation: Evidence from a State Community College System
Xiaoyang Ye, Di Xu, Daniel Firoozi

6.11 - In-college interventions for student performance
Let’s Chat: Chatbot Nudging for Improved Course Performance
Katharine Meyer, Lindsay Page, Tyler Walsh, Eric Smith

7.03 - Student Attendance and Engagement
Beyond Chronic Absenteeism: The Dynamics and Disparities of Unexcused Class Absences in Secondary School
Jing Liu, Monica Lee, Xiaoxue Zhou

7.04 - Racial/Ethnic Diversity of Teachers and Paraeducators
Paraeducators: Growth, Diversity and a Dearth of Professional Supports
Biraj Bisht, Zach LeClair, Susanna Loeb, Min Sun

7.05 - Teacher Strikes
The Effect of Teacher Strikes on Student Achievement
Matthew A Kraft, Matthew P. Steinberg, Melissa Arnold Lyon

Elevating Education in Politics: How Teacher Strikes Shape Congressional Election Campaigns
Melissa Arnold Lyon, Matthew A Kraft

8.03 - Supporting and Educating the Whole Child
Taking a Systematic Approach to Improving Teacher-Student Relationships
Carly Robinson

Saturday, March 19, 2022

9.01 - Race, Ethnicity, and Early Childhood
A Director like Me: Teacher-leader Race Match and Job Outcomes in Child Care Centers
Todd M Hall, Daphna Bassok, Justin Doromal, Anna J Markowitz

9.06 - COVID and Teacher Labor Market
Unprecedented Changes in the K-12 Education Labor Market during COVID: What Jobs Were Lost, Recovered, and Why?
Matthew A Kraft, Joshua Bleiberg

9.08 - Teacher Evaluation
The Effect of Teacher Evaluation on Achievement and Attainment: Evidence from Statewide Reforms
Joshua Bleiberg, Eric Brunner, Erica Harbatkin, Matthew A Kraft, Matthew Springer

11.04 - Teacher Recruitment and Hiring
Recruiting High-Quality Teachers Using Targeted Scholarship: A Big Picture from a Top Normal University in China
Qi Zheng, Yan Shi, Xinliang Zhang, Xiaoyang Ye, Xin Xie

This event took place on March 17, 2022.

Equity and Efficiency in Maryland’s K-12 Public Schools

Maryland is one of numerous states that has undergone legal challenges to its education finance system. As of the 2017-18 school year, Maryland’s school expenditures were above the estimated adequate level in four of five poverty quintiles—but among schools in the highest poverty quintile, spending was below the estimated adequate level (Baker et al., 2020). In this paper, I draw on the National Education Resource Database on Schools (NERD$) and publicly available data from the Maryland State Department of Education (MSDE) to examine how school funding is related to outcomes across districts in Maryland. Specifically, I explore whether some districts are more equitable than others, as defined by higher per-pupil expenditures in schools in higher-poverty neighborhoods, and whether some districts are more efficient—that is, more successful in translating resources into better student outcomes.

Cara Jackson, Senior Associate, Abt Associates, presented “Equity and Efficiency in Maryland’s K-12 Public Schools” at the Annenberg Institute at Brown University on November 17, 2021. The talk was part of the Annenberg Seminars on Educational Policy, a series that brings education researchers from institutions across the country to Brown to present and discuss their work.

Tutoring, extended learning time, remediation—what’s the best way to help students who lost ground due to the COVID-19 pandemic catch up? In this webinar, our experts will help you sort through the research to find out which approaches can be modified for remote learning, and which ones are less likely to work.  

Two experts detail some research-based approaches that can help students who fell behind catch up and help you know which strategies to avoid.

Guest Speakers:

Elaine Allensworth, Lewis Sebring Director of the University of Chicago Consortium on School Research
Nate Schwartz, Professor of Practice at Brown University’s Annenberg Institute

Moderator:

Sarah D. Sparks, assistant editor, Education Week

Elaine Allensworth, Lewis-Sebring Director of the University of Chicago Consortium on School Research, and Nate Schwartz, Professor of Practice at the Annenberg Institute at Brown University, presented “Strategies and Solutions for Mitigating COVID-19 Learning Loss” at the Institute on August 27, 2020 in a virtual session.

The talk presented a validation of the growth measures in the Stanford Education Data Archive (SEDA). Lily An, Research Analyst, Brown University, presented “Validation of the Stanford Education Data Archive Growth Measures” at the Annenberg Institute at Brown University on April 23, 2019. The talk was part of Annenberg’s Education Policy Workshop Series, an hour-long “works in progress” seminar centered on empirical research related to education and education policy. Speakers come from a variety of disciplinary traditions, and the series welcomes faculty, postdocs, graduate students, and research staff from across the university who are interested in empirical research in education.

In 2005, Hurricane Katrina swept through Louisiana and as a result eliminated the traditional public education system. Replaced with charter schools, New Orleans became the first US city to adopt a school system based on the principles of markets and economics. Sixteen years later, the results of this “experiment” show that the reforms significantly improved a wide range of student outcomes for nearly all demographics. Similar to New Orleans, the state of Rhode Island assumed control of the Providence Public School District (PPSD) in an effort to improve the quality of education for all students. Over the past two years, the state of Rhode Island has worked along with district educators and community members to drive this change forward.

Join Professor Douglas Harris of Tulane University and Keith Oliveira, Executive Director of the R.I. League of Charter Schools in conversation with Susanna Loeb, Director of the Annenberg Institute as they talk about reforms from New Orleans and discuss what worked, what didn’t, and what lessons Providence could benefit from.

Moderator: Susanna Loeb, Director of Annenberg Institute

This event took place on March 11, 2021 as a virtual session.