Mathematica operates the Regional Educational Laboratory (REL) for the Mid-Atlantic region. The national REL program serves 10 regions across the country and works with school districts, state and local education agencies, and others to support the use of evidence in improving outcomes for students.
- Design and conduct of rigorous evaluations
- Quantitative data collection and analysis
- School Reform
- Teacher and Principal Effectiveness
- Teacher and Principal Preparation and Support
- Human Services
Mariesa Herrmann specializes in designing and conducting education evaluations. Her research has focused on policies intended to improve educator effectiveness such as teacher and principal evaluation, pay-for-performance, and intensive professional development.
She is currently the deputy project director for two U.S. Department of Education studies: the national evaluation of Race to the Top and School Improvement Grants as well as a study that will assess the feasibility of conducting an impact evaluation of paraprofessional reading tutors. As a co-principal investigator on a Regional Educational Laboratory Mid-Atlantic study, she worked with the New Jersey Department of Education to design and conduct a study of its principal evaluation system.
Herrmann has published in the Journal of Labor Economics, Journal of Human Resources, Labour Economics, and Statistics and Public Policy. She holds a Ph.D. in economics from Columbia University.
Mathematica Leads the Regional Educational Laboratory (REL) for the Mid-Atlantic Region
Evaluating Race to the Top and School Improvement Grants
In this study of more than 500 schools, 60 districts, and all 50 states and the District of Columbia, Mathematica is conducting an implementation and impact analysis of Race To the Top and School Improvement Grants, two programs that aim to foster systematic school reform.
Value-Added Assessment System for DC Schools and Teachers
We designed value-added models to measure teacher and school effectiveness and have produced annual estimates of educators’ contributions to achievement in grades 4-8 since the 2008-2009 school year. These estimates are combined with other measures of educator effectiveness in DCPS’s IMPACT system.
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.