Hanley Chiang

Hanley Chiang

Principal Researcher
  • Education policy
  • Program evaluation methods
Focus Areas
  • Education
  • Strengthening and Disseminating Research
  • Teacher and Principal Effectiveness
  • Labor: Strengthening and Disseminating Research
  • Human Services
About Hanley

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.

Key Projects
  • PA map
    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.

  • 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.

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Related Case Studies
  • three ies studies graphic
    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.