The Annenberg Institute will host Matthew Kraft for a discussion of his research on education policy, educator effectiveness, and school improvement. Drawing on his work in the economics of education and applied quantitative research, he will explore how evidence can inform policies and practices that support educators, strengthen schools, and improve outcomes for students.

The Annenberg Institute will host its 2023 Distinguished Lecture on the role of teachers in promoting academic excellence. The talk will explore the work of educators in supporting student learning, fostering intellectual engagement, and creating classroom environments that encourage curiosity and achievement. The lecture will consider broader questions about teaching, learning, and the role of educators in shaping educational experiences.

The Annenberg Institute will host a discussion on high school de-tracking policies and their implications for educational equity. The talk will explore how efforts to expand access to advanced coursework and reshape course placement practices influence students’ educational experiences and opportunities. The presentation will consider the role of policy decisions in promoting more equitable learning environments and improving access to rigorous academic pathways.

Although many district administrators and policymakers view school closures as a potential remedy for financial distress, there is surprisingly little evidence on whether closing schools improves the financial outlook of districts. This study investigates the impact of school closures on district finances by utilizing comprehensive administrative data on U.S. school districts from 2000 to 2019 and employing a generalized difference-in-differences strategy. This talk will describe preliminary results from this research and situate them in a broader discussion about the role of equity within district reorganization efforts.

The Annenberg Institute will host a discussion on the role of critical quantitative methodologies in educational research. The talk will explore how researchers can examine the relationship between racism, educational systems, and student outcomes through innovative approaches to data and analysis. The presentation will consider how methodological choices shape the study of educational inequities and contribute to a deeper understanding of race and education.

The Annenberg Institute will host Ericka Weathers for a discussion on patterns and predictors of habitual truancy in Pennsylvania. Using administrative data, the talk will explore how researchers can better understand student absenteeism and identify factors associated with attendance challenges. The presentation will highlight the role of evidence in informing policies and practices designed to support student engagement and success.

The Annenberg Institute will host Jane Arnold Lincove for a discussion on whether charter schools are better able to match teacher demographics and training with student needs. Drawing on research using data from Michigan schools, the talk will explore how school autonomy, geography, and economies of scale influence teacher hiring patterns and the alignment between educators and the students they serve.

We examine the efficiency of traditional school districts versus charter schools in providing students with teachers who meet their demographic and educational needs. Using panel data from the state of Michigan, we estimate the relationship between student enrollment of Black, Hispanic, special education, and English learner students and the presence of Black, Hispanic, SPED, and ESL teachers, testing whether this relationship differs at charter and traditional district-run schools. Because charter schools typically have more autonomy but less market power in hiring, we compare charter school employment practices to traditional public schools in districts of different sizes. Michigan offers an excellent setting to compare charter and traditional school hiring practices as there are both many charter schools and many small school districts with comparable total enrollment. Our results suggest that charter schools are more likely to employ same race/ethnicity teachers for students of color than traditional districts with comparable numbers of students and teachers, with particularly large effects for Black students. Traditional public schools are more likely to employ at least one ESL certified teacher, but charter and traditional public schools have a similar response to additional English learners. Economies of scale offer an advantage to traditional schools only when student enrollment exceeds 12,000 students. These results are robust to estimation in highly competitive urban settings where most charter schools operate in competition with both large and small school districts. In a setting where teachers of color are scarce, parents of students of color might seek out charter schools to increase the likelihood of access to a same race/ethnicity teacher.

The Annenberg Institute will host a discussion on estimating the causal effects of early Head Start exposure on adult outcomes. The talk will explore research methods used to study the long-term impacts of early childhood programs and consider how evidence can inform understanding of investments in early education and human development.

The Annenberg Institute will host a discussion on national trends in district spending on teacher professional development. The talk will explore how school districts allocate resources for professional learning and examine broader patterns in investments designed to support teacher development. The presentation will highlight research on the role of professional learning in strengthening educator capacity and improving educational practice.