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- Evaluating Education Programs and Policies
- Implementation Research
- Technical Assistance
- Teacher and Principal Effectiveness
- Family Support
- TANF and Employment Issues
- Human Services
Jeffrey Max focuses on evaluating and supporting education programs and policies.
Max has played a lead role on evaluations of programs designed to recruit, retain, and develop effective educators. He currently serves as the deputy project director for a U.S. Department of Education (ED) study to evaluate video-based coaching for teachers. He previously served as deputy project director of an ED study to understand whether disadvantaged students have equal access to effective teachers. That study also examined how teacher hiring and mobility are related to equitable access. His prior work includes an ED study of incentives to attract high-performing teachers to low-performing schools. Max also led development of a What Works Clearinghouse Practice Guide on teaching fractions in elementary and middle schools.
Max’s program improvement work focuses on supporting initiatives that prepare and develop effective educators. He leads the technical assistance provided to ED’s Supporting Effective Educator Development (SEED) grantees as part of the Teacher Quality Programs Technical Assistance Center. He also directs a project to assist ED’s SEED grantees in disseminating lessons learned from their grants through webinars, briefs, partnerships, and communities of practice.
Max is deputy director of Mathematica’s federal education work with a focus on program improvement projects. Max, who joined Mathematica in 2004, taught in the New Orleans Public School District through Teach For America. He has presented his work at conferences sponsored by the Association for Public Policy Analysis & Management, Association for Education Finance and Policy, Society for Research on Educational Effectiveness, and other organizations. He holds an M.P.A. from Columbia University.
Improving Educator Effectiveness Through Partnerships and Collaboration
Large investments of federal money have been flowing to states and districts through Title II to help develop effective teachers and school leaders.
Providing Technical Assistance to Teacher Quality Programs
Increasing the number of highly effective teachers and principals is a national policy concern focus of federal education policy.
Study of Feedback for Teachers Based on Classroom Videos
This evaluation is examining whether video-based observations and feedback help novice and early career teachers enhance classroom practices and student achievement.
Access to Effective Teaching for Low-Income Students
This project examines whether low-income students are taught by less effective teachers than high-income students, and if so, whether reducing this inequity would close the student achievement gap.
Talent Transfer Initiative: Attracting and Retaining High-Performing Teachers in Low-Performing Schools
This study examined whether providing large financial incentives would encourage high-performing teachers to transfer to low-performing schools, whether those teachers would be successful at improving student achievement, and whether they would remain at the school after the payments ended.
Does School Choice Leave Anyone Behind?
At Mathematica, we’re uncovering evidence about the effects of school choice policies on nonparticipating students and schools. Register for the November 21st webinar to learn more about our systematic review, which covers two decades of relevant research and evaluation.
Policy in Perspective: Who Has More Effective Teachers?
In this episode of Mathematica Policy Research’s “Policy in Perspective” podcast, senior researchers Eric Isenberg and Jeffrey Max discuss their findings from a new study that addresses a key question in education policy: do low-income students have equal access to effective teachers?
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...