Educator Evaluation & Human Capital
Audisio, A., Taylor-Perryman, R., Tasker, T., & Steinberg, M. (2024). Does teacher professional development improve student learning? Evidence from Leading Educators’ fellowship model. Journal of Research on Educational Effectiveness.
Lyon, M., Kraft, M., & Steinberg, M. (August 2024). The causes and consequences of U.S. teacher strikes. National Bureau of Economic Research, Working Paper #32862.
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Sartain, L., & Steinberg, M. (In press). Can personnel policy improve teacher quality? The role of evaluation and the impact of exiting low-performing teachers. Education Finance and Policy.
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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.
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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.
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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.
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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.
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Steinberg, M. & Sartain, L. (2021). What explains the race gap in teacher performance ratings? Evidence from Chicago Public Schools. Educational Evaluation and Policy Analysis, 43(1), 60-82.
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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.
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Steinberg, M., & Kraft, M. (2017). The sensitivity of teacher performance ratings to the design of teacher evaluation systems. Educational Researcher, 46(7), 378-396.
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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-
317.
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Steinberg, M., & Donaldson, M. (2016). The new educational accountability: Understanding the
landscape of teacher evaluation in the post-NCLB era. Education Finance and Policy, 11(3), 340-359.
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Sartain, L., & Steinberg, M. (2016). Teachers’ labor market responses to performance evaluation reform: Experimental evidence from Chicago public schools. Journal of Human Resources, 51(3), 615-655.
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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.
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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.
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Steinberg, M., & Sartain, L. (2015). Does better observation make better teachers? Education Next, 15(1), 70-76.
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Accountability & Urban School Reform
Virudachalam, V., Savin, S., & Steinberg, M. (In press). Too much information: When does additional testing benefit schools? Management Science.
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Steinberg, M., Ukert, B., & MacDonald, J. (2019). Schools as places of crime? Evidence from closing chronically underperforming schools. Regional Science and Urban Economics, 77, 125-140.
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Steinberg, M., & MacDonald, J. (2019). The effects of closing urban schools on students’ academic and behavioral outcomes: Evidence from Philadelphia. Economics of Education Review, 69, 25-60.
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Steinberg, M., & Quinn, R. (2017). Education reform in the post-NCLB era: Lessons learned for transforming urban public education. Cityscape, 19(1), 207-232.
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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-
165.
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Steinberg, M. (2014). Does greater autonomy improve school performance? Evidence from a regression
discontinuity analysis in Chicago. Education Finance and Policy, 9(1), 1–35.
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Steinberg, M. (2011). 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.
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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–
133.
Education Finance
Shores, K. A., & Steinberg, M. P. (2022). Fiscal federalism and K–12 education funding: Policy lessons from two educational crises. Educational Researcher.
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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.
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Shores, K., & Steinberg, M. (2019). The Great Recession, fiscal federalism and the consequences for cross-district spending inequality. Journal of Education Finance, 45(2), 123-148.
Shores, K., & Steinberg, M. (2019). Schooling during the Great Recession: Patterns of school spending and student achievement using population data. AERA Open, 5(3), 1-29.
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Kreisman, D., & Steinberg, M. (2019). The effect of increased funding on student achievement:
Evidence from Texas's small district adjustment. Journal of Public Economics, 176, 118-141.
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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-
582.
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Steinberg, M., & Quinn, R. (2015). A tale of two decades: New evidence on adequacy and equity in
Pennsylvania. Journal of Education Finance, 40(3), 273-299.
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School Safety & Student Discipline
Lacoe, J., & Steinberg, M. (2019). Do suspensions affect student outcomes? Educational Evaluation and
Policy Analysis, 41(1), 34-62.
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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-
77.
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Lacoe, J., & Steinberg, M. (2018). Rolling back zero tolerance: The effect of discipline policy reform on
suspension usage and student outcomes. Peabody Journal of Education, 93(2), 207-227.
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Steinberg, M., & Lacoe, J. (2017). What do we know about school discipline reform? Assessing the alternatives to suspensions and expulsions. Education Next, 17(1), 44-52.
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Other Academic Writings
Houston, D., & Steinberg, M. (In press). Politics, covid, and in-person instruction during the first year of the pandemic. Educational Policy.
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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.
