Steven Glazerman is a senior fellow with expertise in methods for evaluating the impact of social programs and in teacher labor markets, including issues of teacher recruitment, professional development, alternative certification, performance measurement, and compensation.
Glazerman’s early research has included large-scale national impact evaluations of high-profile programs such as Teach For America and Job Corps. More recently, he was the principal investigator for federally funded national studies of preschool curriculum, teacher induction, and teacher pay. He currently leads the impact evaluation of the Talent Transfer Initiative, an effort to identify high value-added teachers and attract them with monetary incentives to low-performing schools. He also led a five-year randomized study of the impacts of the Teacher Advancement Program in the Chicago Public Schools and is a principal investigator for a national evaluation of the Teacher Incentive Fund.
In addition to his work in the United States, Glazerman has advised government officials and researchers in El Salvador, Guatemala, Peru, Mexico, Ethiopia, and Tanzania through his work with the World Bank, USAID, the Millennium Challenge Corporation, and the Global Development Network.
Glazerman served on the Brookings Institute Task Force on Teacher Quality and is an adjunct professor of economics at Georgetown University. His work has been published in books and journals, including the Journal of Policy Analysis and Management and Education Finance and Policy, and has been quoted in Education Week, the Washington Post, Houston Chronicle, and the Arizona Star. He holds a Ph.D. in public policy from the University of Chicago, Harris School of Public Policy.
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- Areas of Expertise
- Key Projects
- Professional Activities
- Experimental and quasi-experimental methods for impact evaluation of social programs
- Teacher labor markets, including teacher training, certification, and compensation
- Elected to the Board of Directors of the Association for Education Finance and Policy (2011)
- "Validity and Reliability of Value Added Measures of Teacher Performance." Presentation to the Forum on Measures of Teacher Effectiveness in New Jersey, Woodrow Wilson School of Public Affairs, Princeton University (March 2011)
- "Challenges and Benefits of Using Value Added Measures in a Teacher Evaluation System.” Testimony before the District of Columbia State Board of Education (February 2011)
- “Does Intensive Mentoring Improve Teaching?” Presentation at the Center for Education Policy Analysis at Stanford University, Palo Alto, CA (October 2010)