Mariesa Herrmann specializes in designing and conducting education evaluations. Her research has focused on interventions intended to improve educator effectiveness such as teacher and principal evaluation, professional development, and pay for performance.
Since joining Mathematica in 2012, Herrmann has worked on a range of projects in the education area. Currently, she is deputy project director for the U.S. Department of Education’s national evaluation of teacher residency programs. Past projects include a synthesis of research evidence on assistant principals, the national evaluation of Race to the Top and School Improvement grants, and research-practice partnerships with the School District of Philadelphia and New Jersey Department of Education.
Herrmann attended underresourced public schools. This informs her interest in understanding how to improve students’ access to high quality education that allows them to realize their full academic and social potential. She has published in the Journal of Labor Economics, Journal of Research on Educational Effectiveness, Journal of Human Resources, and Statistics and Public Policy. She holds a Ph.D. in economics from Columbia University.
This summary provides insights about the growing presence of assistant principals based on a synthesis of 20 years of research, along with new analyses. Existing evidence suggests the role is overlooked, although assistant principals are important for advancing equity and school outcomes.
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