In the first rigorous study of the impacts of Expeditionary Learning (EL) model schools, Mathematica found that EL middle school students perform better in reading and math than their counterparts in other public schools.

This report details second-year results from Mathematica’s study on Chicago Public Schools’ Teacher Advancement Program (TAP), a Teacher Incentive Fund grantee. The TAP model offers teachers performance pay, professional development, and advancement opportunities based in part on...

This working paper outlines four options available to policymakers for addressing co-teaching in a value-added model: the partial credit method, the teacher team method, the full roster method, and the full roster-plus method. The authors discuss why the first two methods are impractical, and...

This brief provides tips for forming a team of staff and consultants with the needed expertise to make key measurement decisions that will ensure high-quality data for answering the study’s research questions.

Focuses on Upward Bound's effects on students during high school and the first few years of college, finding limited impacts during high school on students as a whole, but larger impacts on some groups, notably those with lower educational expectations going into the program, those with poorer...

This working paper compares teacher evaluation scores from a typical value-added model with results from the Colorado Growth Model (CGM) and finds that use of the CGM in place of a value-added model depresses the evaluation scores for teachers with more English language learner students and...