Journal Articles & Academic Writing

Educator Evaluation & Human Capital

 

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.

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.

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., & Kraft, M. (2017). The sensitivity of teacher performance ratings to the design of teacher evaluation systems. Educational Researcher, 46(7), 378-396.

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.

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.

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. 

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.

Steinberg, M., & Sartain, L. (2015). Does better observation make better teachers? Education Next, 15(1), 70-76. 


 

Accountability & Urban School Reform

 

Virudachalam, V, Savin, S., & Steinberg, M. (2021). Too much information: When does additional testing benefit schools? Available at SSRN.

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. 

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.

Steinberg, M., & Quinn, R. (2017). Education reform in the post-NCLB era: Lessons learned for transforming urban public education. Cityscape, 19(1), 207-232.

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.

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.

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.

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.

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.

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.

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.

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.

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. 

 

School Safety & Student Discipline

 

Lacoe, J., & Steinberg, M. (2019). Do suspensions affect student outcomes? Educational Evaluation and
Policy Analysis, 41(1), 34-62.

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.

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.

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.

 

Other Academic Writings 

 

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.