Mathematica is leading the REL for the mid-Atlantic region. The REL disseminates research, conducts applied research, and provides technical assistance, training, and coaching related to support the use of research to improve school and student performance.
- Experimental and quasi-experimental methods for impact evaluation of social programs
- Teacher labor markets, including teacher training, certification, and compensation
- Teacher and Principal Effectiveness
- School Choice and Charters
- Strengthening and Disseminating Research
Steven Glazerman has expertise in methods for evaluating the impact of social programs and in teacher labor markets, including issues of teacher recruitment, professional development, alternative certification, performance measurement, and compensation. He is an expert on student achievement growth models and value added. His recent research has focused on school choice, especially consumer demand and the role of information in school choice behavior. Glazerman is the director of state and local education partnerships and also directs the Educator Impact Laboratory.
Glazerman’s early research included large-scale national impact evaluations of high-profile programs such as Teach For America and Job Corps. More recently, he was the principal investigator for federally funded national studies of preschool curriculum, teacher induction, and teacher pay. He completed an impact evaluation of the Talent Transfer Initiative, an effort to identify high value-added teachers and attract them with monetary incentives to low-performing schools. He led a five-year randomized study of the impacts of the Teacher Advancement Program in the Chicago Public Schools and was a principal investigator for a national evaluation of the Teacher Incentive Fund, in which more than 130 schools were randomly assigned to offer performance-based pay or serve in a control group. His research on school choice relates to consumer demand, modeling how individual preferences influence aggregate outcomes like enrollment patterns and segregation. He currently leads a factorial experiment to examine the impacts of different ways of presenting school profile information to parents (as in school report cards or school shopping websites).
In addition to his work in the United States, Glazerman has advised government officials and researchers in El Salvador, Guatemala, Honduras, Nicaragua, Peru, Mexico, Ethiopia, and Tanzania through his work with the World Bank, USAID, the Millennium Challenge Corporation, and the Global Development Network. He currently is the principal investigator for a series of multi-country rigorous impact evaluations of education interventions in Latin America and the Caribbean.
Glazerman served on the Brookings Institute Task Force on Teacher Quality and as an adjunct professor of economics at Georgetown University. His work has been published in books and journals, including the Journal of Policy Analysis and Management and Education Finance and Policy, and has been quoted frequently in Education Week, and in the Washington Post, Baltimore Sun, Houston Chronicle, and the Arizona Star. He holds a Ph.D. in public policy from the University of Chicago, Harris School of Public Policy.
Mid-Atlantic Regional Educational Laboratory: Building Partnerships to Improve Education Through Research and Technical Support
Market Signals: A Deep-Dive Analysis of Parental School Choice in Washington, DC
More school choice usually means more competition between schools. But whether that competition leads to good or bad outcomes depends on how parents are choosing their schools.
Evaluating the Chicago Teacher Advancement Program (Chicago TAP)
This impact evaluation included teacher surveys, principal interviews, and student test score, teacher personnel, and program participant data. The program did not raise student math or reading scores, but it increased teacher retention in some schools.
Talent Transfer Initiative: Attracting and Retaining High-Performing Teachers in Low-Performing Schools
This study examined whether providing large financial incentives would encourage high-performing teachers to transfer to low-performing schools, whether those teachers would be successful at improving student achievement, and whether they would remain at the school after the payments ended.
In the School Choice Era, Making Shopping for Schools Easier
This project is running an experiment to learn how best to curate and present school choice data so that it is easy to use and understand and leads to smart choices.
Turning Around Low-Performing Schools: New Findings on School Improvement Grants
Researchers found few differences between the two groups of schools, but they noted significant differences in two aspects of operational authority: 1. Schools implementing a SIG-funded intervention model were more likely than schools not implementing such a model to have primary responsibility for:...
Our Charter School Research: Providing an Objective Voice in the Debate
In 2004, the U.S. Department of Education’s Institute of Education Sciences commissioned Mathematica to conduct the first nationwide, lottery-based study of charter schools. The lottery-based design compared outcomes for applicants admitted to the charter middle school through the lottery to outcomes...
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.