People

Through the Faculty Fellows Program, the Institute fosters an environment that encourages cross-disciplinary connections and nurtures a collaborative spirit among faculty across the 12 schools. This program identifies faculty with a demonstrated interest in urban research and provides research and communication services.

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Faculty Fellow

Matthew Steinberg

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Assistant Professor of Education, Education Policy Division, Teaching, Learning, and Leadership Division

School/Department

    About

    Matthew Steinberg is Assistant Professor of Education in the Education Policy Division and Teaching, Learning, and Leadership Division of the Graduate School of Education.  His work explores questions of educational significance related to school reform and accountability, school climate and safety, and teacher evaluation and human capital, with a focus on urban school populations. His current work explores the impact of school reform in Philadelphia schools, including school closures, school discipline policy, and how Philadelphia public school principals employ new decision-making authority following the district’s decentralization of autonomy to the local school level. He also is examining the impact of a teacher evaluation policy in Chicago Public Schools on student achievement and teacher turnover. As a Measures of Effective Teaching (MET) Early Career Grantee, he is examining the role of observed teacher instructional practice on student academic achievement.

    Selected Publications

    Steinberg, M. and L. Sartain. Forthcoming. Does Teacher Evaluation Improve School Performance? Experimental Evidence from Chicago’s Excellence in Teaching Project. Education Finance and Policy.

    Steinberg, M. Forthcoming. Does Greater Autonomy Improve School Performance? Evidence from a Regression Discontinuity Analysis in Chicago. Education Finance and Policy.

    Steinberg, M. 2011. Educational Choice & Student Participation: The Case of the Supplemental Educational Services Provision in Chicago Public Schools. Educational Evaluation and Policy Analysis, 33(2): 159-182.

    Steinberg, M., E. Allensworth, and D. Johnson. 2011. Student and Teacher Safety in Chicago Public Schools: The Roles of Community Context and School Social Organization. Consortium on Chicago School Research.

    Steinberg, M., P Piraino, and R. Haveman, 2009. Access to Higher Education: Exploring the Variation among U.S. Colleges and Universities in the Prevalence of Pell Grant Recipients. The Review of Higher Education, 32(2): 235-270.

    x

    Assistant Professor of Education, Education Policy Division, Teaching, Learning, and Leadership Division

    School/Department

      About

      Matthew Steinberg is Assistant Professor of Education in the Education Policy Division and Teaching, Learning, and Leadership Division of the Graduate School of Education.  His work explores questions of educational significance related to school reform and accountability, school climate and safety, and teacher evaluation and human capital, with a focus on urban school populations. His current work explores the impact of school reform in Philadelphia schools, including school closures, school discipline policy, and how Philadelphia public school principals employ new decision-making authority following the district’s decentralization of autonomy to the local school level. He also is examining the impact of a teacher evaluation policy in Chicago Public Schools on student achievement and teacher turnover. As a Measures of Effective Teaching (MET) Early Career Grantee, he is examining the role of observed teacher instructional practice on student academic achievement.

      Selected Publications

      Steinberg, M. and L. Sartain. Forthcoming. Does Teacher Evaluation Improve School Performance? Experimental Evidence from Chicago’s Excellence in Teaching Project. Education Finance and Policy.

      Steinberg, M. Forthcoming. Does Greater Autonomy Improve School Performance? Evidence from a Regression Discontinuity Analysis in Chicago. Education Finance and Policy.

      Steinberg, M. 2011. Educational Choice & Student Participation: The Case of the Supplemental Educational Services Provision in Chicago Public Schools. Educational Evaluation and Policy Analysis, 33(2): 159-182.

      Steinberg, M., E. Allensworth, and D. Johnson. 2011. Student and Teacher Safety in Chicago Public Schools: The Roles of Community Context and School Social Organization. Consortium on Chicago School Research.

      Steinberg, M., P Piraino, and R. Haveman, 2009. Access to Higher Education: Exploring the Variation among U.S. Colleges and Universities in the Prevalence of Pell Grant Recipients. The Review of Higher Education, 32(2): 235-270.

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