The focus of school improvement strategies has shifted from reforming whole schools to improving the quality of instruction in individual classrooms.
- Education policy
- Program evaluation methods
- Strengthening and Disseminating Research
- Teacher and Principal Effectiveness
- Labor: Strengthening and Disseminating Research
- Human Services
Hanley Chiang is an expert in designing rigorous program evaluations in education and has conducted extensive research on measuring and improving teacher and principal effectiveness.
Chiang has held leading roles on large-scale evaluations sponsored by the U.S. Department of Education to examine critical policy issues related to teacher quality. He is a principal investigator for a large random assignment evaluation of educator merit pay programs funded by the Teacher Incentive Fund. Chiang also led the analysis of student achievement data for a random assignment evaluation of math teachers from Teach For America and the Teaching Fellows programs.
Chiang has directed several projects to help education agencies develop or refine measures of educator effectiveness. He led a study to assess the validity and reliability of Pennsylvania’s tool for evaluating school principals, and he is currently leading a study to examine the accuracy of principal performance measures based on student test scores. He has served as a principal investigator for developing pilot measures of teacher effectiveness for a large network of charter schools, and coauthored a widely cited report on error rates in value-added models for measuring school and teacher effectiveness.
Chiang’s research spans several other key policy issues, including school accountability and alternative education for dropouts and other at-risk students. He has also made methodological contributions, coauthoring research on quantifying uncertainty in cluster randomized trials and developing evidence standards for random assignment studies that have noncompliance. He is currently a co-principal investigator on a study to assess methods for estimating program effects away from the cutoff in regression discontinuity designs. Chiang’s work has been published or is forthcoming in the Journal of Policy Analysis and Management, the Journal of Public Economics, the Journal of Educational and Behavioral Statistics, Education Finance and Policy, Evaluation Review, Advances in Econometrics, and Statistics and Public Policy. He holds a Ph.D. in economics from Harvard University.
Impact Evaluation of Departmentalized Instruction in Elementary Schools
Pennsylvania Teacher and Principal Evaluation Pilot
We examined practices of teachers who make larger contributions to student achievement growth, reviewed plans for an overall effectiveness measure, described variation in professional practice scores, and examined practices strongly correlated with contributions to student achievement growth.
Secondary Math Teachers from Teach For America and the Teaching Fellows Programs
Students assigned to TFA teachers scored higher than those assigned to comparison teachers, with the difference roughly equivalent to an additional 2.6 months of math instruction. Students taught by Teaching Fellows teachers had about the same math scores as peers taught by comparison teachers.
Pay-for-Performance: Evaluating the Teacher Incentive Fund
This study is evaluating these performance-based compensation systems to examine issues like the impact of pay-for-performance on student achievement and educator effectiveness, and helping to answer pressing policy questions about how the programs are designed, communicated, and implemented.
New Tool Can Help Address Teacher Shortages Due to COVID-19 Exposure
With built-in safety measures like mask-wearing and social distancing, more young people are returning to their classrooms every day. But are there enough teachers available to teach them?
Research Shows Performance Bonuses for Teachers Can Improve Student Achievement
Research has revealed that effective teachers are critical to improving student achievement.
How Well Do Performance Measures Predict Principals’ Impacts?
Measures of principals’ performance based on student test scores do not accurately predict the impacts of these school leaders on student achievement, according to a new report and issue brief from Mathematica Policy Research.
Early Implementation Experiences of the 2010 Teacher Incentive Fund Grantees
The study found challenges to full implementation and communicating performance measures and performance bonuses.
The What Works Clearinghouse: Improving Practice, Research, and Policy
In 2002, the U.S. Department of Education's (ED) Institute of Education Sciences (IES) established the What Works Clearinghouse (WWC) to collect, review, and report on studies of education interventions. The growing focus on evidence-based decision making increased demand for this type of information. Since...
Building the Knowledge Base on Teacher Preparation and Effectiveness
Mathematica designed and conducted three large-scale studies on the relationship between teacher preparation and effectiveness, using the most rigorous approach possible—random assignment of students to teachers from different kinds of programs—and compared student test scores to gauge teacher effectiveness.