Mathematica conducted evaluations of two activities and a related initiative under the Tanzania energy-sector project. The activities included laying a new submarine cable to provide a more reliable source of electricity to Unguja Island, extending lines into new areas, and offering low-cost electricity...
- Value-added measures for teacher performance evaluations
- High school graduation rates
- Experimental and quasi-experimental methods of program evaluation
- Quality Measurement
- School Reform
Duncan Chaplin has 20 years of research and evaluation experience. He is an expert in teacher performance, evaluation, and incentive programs. Chaplin has extensive experience working with districts, charter management organizations, and nonprofits to use their longitudinal data systems to create robust value-added measures of teacher performance based on student achievement.
Chaplin has conducted research on many aspects of student achievement, such as dropout and graduation rates, and successfully worked with nonprofits to develop and conduct random assignment evaluations of their interventions. His current projects include lead roles in the national evaluation of the Teacher Incentive Fund and the design of impact evaluations for the Millennium Challenge Account’s energy interventions in Tanzania.
Before joining Mathematica in 2005, he held research positions at the Urban Institute and was an adjunct professor at Georgetown University’s Public Policy Program. His work has been cited in the national press, and he is widely published in peer-reviewed journals. He serves on the board of the Foundation for Sustainable Development and is a member of a number of professional organizations, including the American Economic Association, the American Educational Research Association, and the Association for Public Policy Analysis and Management. He holds a Ph.D. in economics, from the University of Wisconsin, Madison.
Tanzania Energy-Sector Impact Evaluation
Pennsylvania Teacher and Principal Evaluation Pilot
We examined practices of teachers who make larger contributions to student achievement growth, reviewed plans for an overall effectiveness measure, described variation in professional practice scores, and examined practices strongly correlated with contributions to student achievement growth.