People

Penn IUR is affiliated with more than 200 experts in the field of urbanism. Its Faculty Fellows program identifies faculty at the University of Pennsylvania with a demonstrated interest in urban research; the Penn IUR Scholars program identifies urban scholars outside of Penn; and the Penn IUR Fellows program identifies expert urban practitioners. Together, these programs foster a community of scholars and encourage cross-disciplinary collaboration.

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Affiliated PhD Student

Edward Smith

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Doctoral Candidate, Graduate School of Education, University of Pennsylvania

About

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.

 

Affiliated PhD Student

Kailey Spencer

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Doctoral Candidate, Education Policy, Graduate School of Education

School/Department

Areas of Interest

    About

    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. 

    Faculty Fellow

    Matthew Steinberg

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

    School/Department

    Areas of Interest

      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. 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

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