Juha Sohlberg

Juha Sohlberg

Senior Data Analytics Developer
  • Stata
  • SAS
  • Quality control
Focus Areas
  • Education
  • Effective Data Use
  • School Choice and Charters
  • Teacher and Principal Effectiveness
  • Human Services
About Juha

Juha Sohlberg provides programming expertise for education projects, working on quality assurance support, data cleaning, process automation, and the development of Stata and SAS programs.

Sohlberg has contributed to the development of numerous teacher and school value-added models, including models for the Pittsburgh Public Schools, the state of Oklahoma, and the District of Columbia. He also is formulating standardized student-level data sets at the school-district level for Mathematica’s large-scale evaluation of the Teacher Incentive Fund evaluation and provided quality assurance and code review for a multi-year evaluation of KIPP schools.

Before joining Mathematica in 2011, Sohlberg held positions at Michigan State University, the National Board of Customs in Finland, and the University of Helsinki. He has an M.A. in mathematics from the University of Helsinki.

Key Projects
  • School children in classroom with teacher
    KIPP: Preparing Youth for College

    Mathematica built on its initial study of KIPP middle schools with this five-year project, designed to address the question of whether KIPP can maintain its effectiveness as the network grows. The study included an impact analysis, an implementation analysis, and a correlational analysis.

  • Oklahoma map
    Value-Added Analysis Services for the State of Oklahoma

    Mathematica is providing support to the Oklahoma State Department of Education on developing value-added measures of educator effectiveness for its educator evaluation system. The system was piloted in the 2013-14 school year with full implementation in the 2015–16 school year.

  • Value-Added Assessment for DC Schools
    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.