This study is evaluating these performance-based compensation systems to examine issues like the impact of pay-for-performance on student achievement and educator effectiveness, and helping to answer pressing policy questions about how the programs are designed, communicated, and implemented.
- Teacher training, quality and compensation
- Access to college for low income students
- Experimental and nonexperimental methods for evaluating education interventions
- Systematic reviews
- Teacher and Principal Effectiveness
- School Reform
- Strengthening and Disseminating Research
Jill Constantine is an expert in teacher compensation and quality, as well as access to college for low-income students.
She has led several large-scale studies of federal policy initiatives, applying technical expertise in random assignment study designs, matching procedures such as propensity scoring, and advanced statistical modeling. Constantine directed the What Works Clearinghouse (WWC) for the U.S. Department of Education from 2010-2014, also serving as deputy project director for several years. The WWC assesses the quality of thousands of studies of education curricula, practices, and policies, and then summarizes the findings of well-designed studies in reports for educators, policymakers, and the general public. At the core of the WWC is a set of rigorous standards for research design; the high quality studies that meet WWC standards have strong causal validity.
She also directed Mathematica’s evaluation of the Teacher Incentive Fund grants, a random assignment study of performance-based compensation systems designed to provided bonuses to effective teachers and principals.
Before joining the firm, she was an assistant professor at Williams College. She has published in and serves as a reviewer for a number of peer-reviewed journals, including Child Development, Developmental Psychology, Early Childhood Research Quarterly, Industrial Relations, Industrial and Labor Relations Review, and Review of African American Education. She holds a Ph.D. in economics from the University of Pennsylvania.
Pay-for-Performance: Evaluating the Teacher Incentive Fund
Teacher Preparation Models Impact Evaluation
We examined the efficacy of different teacher preparation methods in contributing to academic achievement, focusing on two alternative models—one with less selective recruiting and substantial coursework, and the other with less selective recruiting and minimal coursework.
Evaluation of the Talent Search Program
Talent Search was established by the federal government in the 1960s to help increase the college enrollment rate of low-income middle and high school students whose parents did not attend college. Mathematica conducted the first national evaluation of the program in more than 25 years.
Research Shows Performance Bonuses for Teachers Can Improve Student Achievement
Research has revealed that effective teachers are critical to improving student achievement.
Mathematica Appoints Scott Cody, Jill Constantine, and Sheena McConnell as Senior Vice Presidents
Mathematica Policy Research has appointed three company leaders—Scott Cody, Jill Constantine, and Sheena McConnell—as senior vice presidents, acknowledging their accomplishments and recognition in their respective fields of expertise, the value they are bringing to our clients and partners, and the active...
Early Implementation Experiences of the 2010 Teacher Incentive Fund Grantees
The study found challenges to full implementation and communicating performance measures and performance bonuses.
The What Works Clearinghouse: Improving Practice, Research, and Policy
In 2002, the U.S. Department of Education's (ED) Institute of Education Sciences (IES) established the What Works Clearinghouse (WWC) to collect, review, and report on studies of education interventions. The growing focus on evidence-based decision making increased demand for this type of information. Since...
Building the Knowledge Base on Teacher Preparation and Effectiveness
Mathematica designed and conducted three large-scale studies on the relationship between teacher preparation and effectiveness, using the most rigorous approach possible—random assignment of students to teachers from different kinds of programs—and compared student test scores to gauge teacher effectiveness.