Jill Constantine

Jill Constantine

Senior Vice President; General Manager, Human Services
  • Teacher training, quality and compensation
  • Access to college for low income students
  • Experimental and nonexperimental methods for evaluating education interventions
  • Systematic reviews
Focus Areas
  • Education
  • School Reform
  • Strengthening and Disseminating Research
  • Teacher and Principal Effectiveness
  • Labor: Strengthening and Disseminating Research
  • Human Services
About Jill

Jill Constantine is an expert in teacher compensation and quality, as well as access to college for low-income students.

She has led several large-scale studies of federal policy initiatives, applying technical expertise in random assignment study designs, matching procedures such as propensity scoring, and advanced statistical modeling. Constantine directed the What Works Clearinghouse (WWC) for the U.S. Department of Education from 2010-2014, also serving as deputy project director for several years. The WWC assesses the quality of thousands of studies of education curricula, practices, and policies, and then summarizes the findings of well-designed studies in reports for educators, policymakers, and the general public. At the core of the WWC is a set of rigorous standards for research design; the high quality studies that meet WWC standards have strong causal validity.

She also directed Mathematica’s evaluation of the Teacher Incentive Fund grants, a random assignment study of performance-based compensation systems designed to provided bonuses to effective teachers and principals.

Before joining the firm, she was an assistant professor at Williams College. She has published in and serves as a reviewer for a number of peer-reviewed journals, including Child Development, Developmental Psychology, Early Childhood Research Quarterly, Industrial Relations, Industrial and Labor Relations Review, and Review of African American Education. She holds a Ph.D. in economics from the University of Pennsylvania.

Key Projects
  • 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.

  • Teacher Preparation Models Impact Evaluation

    We examined the efficacy of different teacher preparation methods in contributing to academic achievement, focusing on two alternative models—one with less selective recruiting and substantial coursework, and the other with less selective recruiting and minimal coursework.

  • Evaluation of the Talent Search Program

    Talent Search was established by the federal government in the 1960s to help increase the college enrollment rate of low-income middle and high school students whose parents did not attend college. Mathematica conducted the first national evaluation of the program in more than 25 years.

Latest News
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.