Jeffrey Max

Jeffrey Max

Senior Researcher
Areas of Expertise
  • Evaluating education programs and policies
  • Implementation research
  • Technical assistance
Topics
  • Education
  • Teacher and Principal Effectiveness
  • Family Support
  • TANF and Employment Issues
About Jeffrey

Jeffrey Max focuses on family support and education programs and policies, particularly in the area of teacher quality.

Max is deputy project director of a U.S. Department of Education study to assess whether disadvantaged students have equal access to effective teaching, and how teacher hiring and mobility are related to access to effective teaching. He is a researcher on the national evaluation of the Teacher Incentive Fund, designed to develop and implement performance-based teacher and principal compensation systems in high-need schools, and has contributed to other major studies for the U.S. Department of Education, including an evaluation of incentives to attract high performing teachers into low-performing schools. Max also led the development of a practice guide on teaching fractions in elementary and middle schools for the What Works Clearinghouse.

Max’s experience in the family support area includes studying responsible fatherhood programs and implementation of the Temporary Assistance for Needy Families program.

Max, who joined Mathematica in 2004, is an alumni of Teach For America in the New Orleans Public School District. He presents his work at conferences sponsored by the Association for Public Policy Analysis and Management, Association for Education Finance and Policy, Society for Research on Educational Effectiveness, and other organizations. He holds an M.P.A. from Columbia University.

Key Projects
Latest News
  • Policy in Perspective: Who Has More Effective Teachers?

    In this episode of Mathematica Policy Research’s “Policy in Perspective” podcast, senior researchers Eric Isenberg and Jeffrey Max discuss their findings from a new study that addresses a key question in education policy: do low-income students have equal access to effective teachers?

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