Journal Articles & Academic Writing
Educator Evaluation & Human Capital
Hunter, S. & Steinberg, M. (2022). Do you observe what I observe? The predictors and consequences of discordance in teacher and evaluator ratings of teacher performance. (EdWorkingPaper: 22-676). Retrieved from Annenberg Institute at Brown University.
Audisio, A., Taylor-Perryman, R., Tasker, T., & Steinberg, M. (2022). Does teacher professional development improve student learning? Evidence from Leading Educators’ Teacher Fellowship Model. (EdWorkingPaper: 22-597). Retrieved from Annenberg Institute at Brown University.
Steinberg, M. & Yang, H. (2022). Does principal professional development improve schooling outcomes? Evidence from Pennsylvania’s Inspired Leadership induction program. Journal of Research on Educational Effectiveness.
Sartain, L., & Steinberg, M. (2021). Can personnel policy improve teacher quality? The role of evaluation and the impact of exiting low-performing teachers. (EdWorkingPaper: 21-486). Retrieved from Annenberg Institute at Brown University.
Jensen, B., Wallace, T. L., Steinberg, M., Gabriel, R., Dietiker, L., Davis, D., Kelcey, B., Covay Minor, E., Halpin, P., & Rui, N. (2019). Complexity and scale in teaching effectiveness research: Reflections from the MET Study. Education Policy Analysis Archives, 27(7), 1-17.
Steinberg, M., & Garrett, R. (2016). Classroom composition and measured teacher performance: What
do teacher observation scores really measure? Educational Evaluation and Policy Analysis, 38(2), 293-
Steinberg, M., & Sartain, L. (2015). Does teacher evaluation improve school performance? Experimental evidence from Chicago’s Excellence in Teaching Project. Education Finance and Policy, 10(4), 535-572.
Garrett, R., & Steinberg, M. (2015). Examining teacher effectiveness using classroom observation scores: Evidence from the randomization of teachers to students. Educational Evaluation and Policy Analysis, 37(2), 224-242.
Accountability & Urban School Reform
Steinberg, M., & Cox, A. (2017). School autonomy and district support: How principals respond to a
tiered autonomy initiative in Philadelphia public schools. Leadership and Policy in Schools, 16(1), 130-
Steinberg, M. (2011). Educational choice & student participation: The case of the supplemental
educational services provision in Chicago public schools. Educational Evaluation and Policy Analysis,
Burch, P., Steinberg, M., Donovan, J. (2007). Supplemental educational services and NCLB: Policy
assumptions, market practices, emerging issues. Educational Evaluation and Policy Analysis, 29(2), 115–
Steinberg, M., Quinn, R., & Anglum, C. (2020). Education finance reform and the Great Recession: Did state policy and fiscal federalism improve education spending, school resources and student achievement in Pennsylvania? Journal of Education Finance, 45(4), 427-458.
Steinberg, M., Quinn, R., Kreisman, D., & Anglum, C. (2016). Did Pennsylvania’s statewide school
finance reform increase education spending or provide tax relief? National Tax Journal, 69(3), 545-
School Safety & Student Discipline
Steinberg, M., & Lacoe, J. (2018). Reforming school discipline: School-level policy implementation and
the consequences for suspended students and their peers. American Journal of Education, 125(1), 29-
Other Academic Writings
Houston, D. & Steinberg, M. (2022). Public support for educators and in-person instruction during the Covid-19 pandemic. (EdWorkingPaper: 22-575). Retrieved from Annenberg Institute at Brown University.
Steinberg, M., Piraino, P., & Haveman, R. (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.