Doctoral Candidate, Graduate School of Education, University of Pennsylvania
Areas of Interest
Edward J. Smith is a Ph.D. student at Penn GSE. He previously worked as a Senior Policy Analyst in the Research and Policy Institute at NASPA, an association comprised of 13,000 higher education professionals in all 50 states, eight U.S. Territories, and 25 countries. Ed has also worked as a Research Analyst at the Institute for Higher Education Policy in Washington and taught English for three years at the University of the District of Columbia Community College. His research focuses on building and sustaining education attainment efforts in metropolitan areas, with a particular emphasis on better understanding the effects of municipal, institutional, and community practices and policies on educational outcomes. Ed earned his bachelor’s degree in Economics and master’s degree in College Student Affairs from The Pennsylvania State University.
Doctoral Candidate, Education Policy, Graduate School of Education
Kailey Spencer is a PhD candidate in education policy at the University of Pennsylvania, Graduate School of Education. She has broad research interests which span policies and practices that impact public education. Her dissertation research examines student mobility in public schools, with a particular focus on comparing student mobility in traditional public and charter schools. Prior to enrolling at UPenn, Kailey received her BA from Hunter College, of the City University of New York, with concentrations in Social Research in Education and Applied Statistics.
Assistant Professor of Education, Education Policy Division, Teaching, Learning, and Leadership Division
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.
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. 2015
Steinberg, M., Does Greater Autonomy Improve School Performance? Evidence from a Regression Discontinuity Analysis in Chicago. Education Finance and Policy. 2014
Steinberg, M., 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. 2011
Steinberg, M., E. Allensworth, and D. Johnson., Student and Teacher Safety in Chicago Public Schools: The Roles of Community Context and School Social Organization. Consortium on Chicago School Research. 2011
Steinberg, M., P Piraino, and R. Haveman., 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. 2009
Doctoral Candidate in Education Policy, University of Pennsylvania
Daniel Stuckey is a fourth year Ph.D. candidate in education policy who studies teacher workforce issues, including teacher quality, teacher compensation, and teacher mobility. Before attending the University of Pennsylvania, he taught ninth grade English for five years in Washington, DC. His current research details changes in the teaching workforce overtime and examines how teacher compensation is distributed over instructional areas. For his dissertation, Daniel is examining the career pathways of Teach For America corps members. What are TFA corps member retention rates? What do corps members do if they stop teaching? What factors predict retention in the profession?
Ingersoll, R., Merrill, L., & Stuckey, D. (2014). Seven Trends: The Transformation of the Teaching Force (No. RR-79). Philadelphia: Consortium For Policy Research in Education, University of Pennsylvania. Retrieved from http://www.cpre.org/sites/default/files/workingpapers/1506_seventrendsupdatedoctober2013.pdf
Desimone, L. M. & Stuckey, D. A. (2014). Sustaining teacher professional development. In L. Martin, Krakler, S., & Bauserman, K. (Eds.) Handbook of Professional Development. New York, NY: Guilford.