- 3/1/21: In this week's post, I focused on planning for the future & what new evidence suggests about effective interventions to address the setbacks students have experienced during COVID. I've written about the promise of tutoring in prior posts, t.co/BTqRpiIczY 1/2
- I've been writing a weekly post, primarily intended for state administrators/decision-makers. Goal is to summarize new, emerging evidence & data pertaining to schools, students & COVID-19: t.co/b67bQzbCpC Topics include childcare, mental health, spread in schools,...
- 🚨🎉Excited to share a new @AnnenbergInst working paper, officially released tomorrow and now in press at Economics of Education Review. In this paper, I estimate the effects of Right to Work (RTW) policies for teachers' unions. t.co/tvhn17B6Lv 1/9 t.co/zNrerje0Uf
- Welcome to @BrownUniversity Peter! I look forward to connecting. t.co/soTK27E1t0
- I am so honored to have been selected for a 2021 Spencer Foundation Mentor Award. I have benefited from many mentors and am happy to pass that on to others. Really, I've gained so much from my students that I just want to say thank you to them, including @DrRichReddick & @aadukia t.co/q3ZyP5R5lU
- 🚨 Job alert 🚨 Come join me @abrooksbowden @jsupo and others in our ed policy division @PennGSE! We are searching for a Visiting Asst Prof starting in 21-22! t.co/rNXhM3nxko
- Every so-called “four year” bachelor’s degree should grant an associate degree along the way. Educational disruptions are common. Some college no degree often means disaster. We can address that. This need not threaten community colleges. It helps everyone. #RealCollege
Matthew Kraft is an Associate Professor of Education and Economics at Brown University. His research and teaching interests include the economics of education, education policy analysis, and applied quantitative methods for causal inference. His primary work focuses on efforts to improve educator and organizational effectiveness in K–12 urban public schools. He has published on topics including teacher coaching, teacher professional growth, teacher evaluation, teacher-parent communication, teacher layoffs, social and emotional skills, school working conditions, and extended learning time. Previously, he taught 8th grade English in Oakland USD and 9th grade humanities at Berkeley High School in California. He holds a doctorate in Quantitative Policy Analysis in Education from the Harvard Graduate School of Education as well as a master's in International Comparative Education and a B.A. in International Relations from Stanford University.
Announcements
Recent Papers
- A Blueprint for Scaling Tutoring Across Public Schools
- Sustaining a Sense of Success: The Importance of Teacher Working Conditions During the COVID-19 Pandemic
- Second Time's the Charm? How Repeat Student-Teacher Matches Build Academic and Behavioral Skills
- Operator versus Partner: A Case Study of Blueprint School Network’s Model for School Turnaround
- The Big Problem with Little Interruptions to Classroom Learning
- Can Technology Transform Teacher-Parent Communication? Evidence from a Randomized Field Trial
Policy Writing
Social Emotional Skills >
|
Teacher-Parent Communication > |
Teacher Development and Effectiveness >
|
School Organizational Practices > |
Media Coverage
The Messy Reality of Personalized LearningARTICLE | by E. Tammy Kim. July 10, 2019. |
"How Much Should I Care?"BLOG POST | by Jeff Archer. March 16, 2019. |
Interpreting Effect Sizes in Eduation ResearchBLOG POST | by Matthew Di Carlo. March 12, 2019.
|
How to interpret effect sizes in educationARTICLE | by C.J. Rauch. January 21, 2019. |