- @KimDuMont1 @agamoran @wtgrantfdn @VivianT88 @fcdusorg @AIRInforms Congrats, Kim!!!
- My latest column for @Deseret is out this morning. I discuss the aridification of the Great Salt Lake and how it is an example of the "Tragedy of the Commons" and negative externalities. t.co/Xm4WHUmCy9
- Nice look inside new fed initiative to recruit 250K tutors, mentors & coaches to help schools over next 3 yrs by @JessicaEBlake. Who's the target? Work-study college Ss & employees at big co's that incentivize service. But recruiting challenges still loom t.co/YyMSPV3Wsi
- @bdhuey Hey, :)! My impression is this is not widely known and not formalized anywhere in such a compelling way despite concerns among researches who had worked on this specific literature. The broader narrative among ed circles had definitely not fizzled out.
- Once in a long while a paper comes along and (credibly) upends an entire literature. This is one of those papers, calling into question both the empirics & consensus about research on principal effectiveness.💯 A must-read. t.co/mPFcWOI8ae
- I am so happy that this paper by me and @harbatkat is FINALLY out. Here’s a thread on what the paper was about and why you should care. 🧵t.co/1wUq2a4f31
- NEW on our Reading List: Second Time’s the Charm? Repeat Student-Teacher Matches t.co/mEGbXdAzs8 via @LeighWedenoja @MatthewAKraft and John Papay
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. His scholarship has informed efforts to improve teacher hiring, professional development, evaluation, and working conditions; changed how scholars interpret effect sizes in education research; and shaped ongoing investments in school-based tutoring and mentoring programs in the wake of the COVID-19 pandemic. Matt is the recipient of the Society for Research in Educational Effectiveness (SREE) Early Career Award, the William T. Grant Scholars Award, the American Educational Research Association (AERA) Palmer O. Johnson Award for best publication across the seven flagship AREA journals, and the National Academy of Education/Spencer Foundation Dissertation Fellowship. 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 University as well as an M.A. in International Comparative Education and a B.A. in International Relations from Stanford University.
Announcements
Recent Papers
- Local Supply, Temporal Dynamics, and Unrealized Potential in Teacher Hiring
- The Effect of Teacher Evaluation on Achievement and Attainment: Evidence from statewide reforms
- School-Based Mentoring Relationships and Human Capital Formation.
- Second Time's the Charm? How Repeat Student-Teacher Matches Build Academic and Behavioral Skills
- Online Tutoring by College Volunteers: Experimental Evidence from a Pilot Program
- The Inequitable Effects of Teacher Layoffs: What We Know and Can Do
Policy Writing
Social Emotional Skills >
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Teacher-Parent Communication > |
Teacher Development and Effectiveness >
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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.
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How to interpret effect sizes in educationARTICLE | by C.J. Rauch. January 21, 2019. |