Education Policy Research
Scientifically based methods are the hallmark of our work evaluating education programs and studying education policy issues. Our studies cover early learning experiences as well as education in the K-12 grades and college years. Our studies have provided important counsel to policymakers as they seek ideas for improving American education. We have also played an important role in advancing the state of the science in education research. Read more about our work on specific education topics.
New Education Studies Focus on Teacher Effectiveness and Access
The first, an evaluation of the Talent Transfer Initiative, found that a $20,000 incentive for high-performing teachers to move to low-performing
After Two Years, Three Elementary Math Curricula Outperform a Fourth
A large-scale, rigorous study examined how four math curricula affect achievement across two years—from first through second grades. The four curricula were (1) Investigations in Number, Data, and Space; (2) Math Expressions; (3) Saxon Math; and (4) Scott Foresman-Addison Wesley Mathematics.
University of Pennsylvania, Graduate School of Education, Institute of Education Sciences Pre-Doctoral Training Program in Interdisciplinary Methods for Field-Based Research in Education Lecture Series—Philadelphia, PA—November 11, 2013
Brookings Institution—Charter School Research: Generating the Evidence Needed for the Charter Sector to Reach Its Potential—Washington, DC—October 18, 2013
Society for Research on Educational Effectiveness—Interdisciplinary Synthesis in Advancing Education Science—Washington, DC—September 26-28, 2013
University of Pennsylvania Workshop—Teaching Cases: Nuts and Bolts of Randomized Controlled Trials in Education—Philadelphia, PA—August 13-14, 2013
Jacobs Foundation—Good Enough: When is Evidence-Based Intervention Ready for Dissemination?—Zürich, Switzerland—May 30-June 1, 2013
American Educational Research Association Annual Meeting—Education and Poverty: Theory, Research, Policy, and Praxis—San Francisco, CA—April 27-May 1, 2013
Annual Conference of the Association for Education Finance and Policy—Education Renewal and Reform…in the Face of Resource Constraints—New Orleans, LA—March 14-16, 2013
Society for Research on Educational Effectiveness—Capitalizing on Contradiction: Learning from Mixed Results—Washington, DC—March 7-9, 2013
Center for Naval Analyses—Promoting the Resilience of Military Children Through Effective Programs—Washington, DC—November 29-30, 2012
Mathematica and the Institute of Education Sciences of the U.S. Department of Education Forum/Webinar—Equal Access to Effective Teaching: What New Research Has to Say About the Problem and a Possible Solution—Washington, DC—December 10, 2013, 11:00 a.m.-12:30 p.m.
Albert Shanker Institute and the American Federation of Teachers Forum/Webinar—Quality Assessments for Educational Excellence—Washington, DC—November 13, 2013
Mathematica Policy Research and the Institute on Education Sciences of the U.S. Department of Education—Addressing Teacher Shortages in Disadvantaged Schools: Alternative Routes to Teacher Certification and Student Achievement—Issue Forum/Webinar—September 12, 2013
Center for Education Policy Research at Harvard University—Webinar—December 3, 2012
American Enterprise Institute for Public Policy Research—Teacher Pay Incentives: Lessons from North Carolina's Teacher Bonus Program—Washington, DC—June 28, 2011
Jill Constantine, vice president, Director of NJ Human Services Research, and area leader for Mathematica's education research, testified before the California Commission on Teacher Credentialing on our evaluation of teachers trained through different routes to certification. Her testimony is available as an audio file or slides.