This long-term randomized controlled trial followed students who applied to enter KIPP middle schools in 2008 and 2009, and measured their outcomes in college.
- Charter schools and school choice
- Evaluation design and methodological issues
- Federal nutrition programs
- School Reform
- Teacher and Principal Effectiveness
- Nutrition and Food Assistance Programs
- Human Services
Philip Gleason is an expert in evaluation design with extensive experience directing studies of education initiatives and federal nutrition programs.
Gleason currently directs a study for the Institute of Education Sciences at the U.S. Department of Education that examines a school reform effort centered on implementing data-driven instruction to improve teacher effectiveness. He also leads a study that examines how charter schools affect long-term educational outcomes such as students’ college enrollment and completion. This is a follow-up study to the national evaluation of charter middle schools he previously directed. Other recent work includes a large-scale evaluation of Knowledge Is Power Program (KIPP) schools that examined the impacts of KIPP elementary, middle, and high schools and tracked the performance of the charter school network over time, and a study that examined the distribution of highly effective teachers in schools districts around the country.
In recent years, Gleason has played a key role in research examining administrative and nutrition-related aspects of federal nutrition programs, including the relationship between school meal participation and childhood obesity, the accuracy of certification for free and reduced-price school meals, and the dynamics of participation in the Supplemental Nutrition Assistance Program. He is currently the principal investigator for an evaluation of a demonstration program sponsored by the U.S. Department of Agriculture to reduce childhood hunger. He has studied a variety of methodological and design issues, including a current study examining the validity of value-added models as an approach to measuring teacher effectiveness as well as past validation studies of regression discontinuity and comparison group designs. In addition, he has published a series of papers on statistical issues related to nutrition research.
Gleason’s work is published in a variety of education, nutrition, and public policy journals. He is on the board of editors of the American Educational Research Journal as well as the Journal of the Academy of Nutrition and Dietetics, and he recently served on an Institute of Medicine Committee on the Adequacy of Supplemental Nutrition Assistance Program Benefits. He holds a Ph.D. in economics from the University of Wisconsin, Madison.
Assessing the Long-Term Impacts of KIPP Middle Schools on College Enrollment and Persistence
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.
Access to Effective Teaching for Low-Income Students
This project examined 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.
Study of Teaching Residency Programs
This study looked at characteristics of federally funded Teaching Residency Programs, including applicants and participants, by measuring program length, required coursework, characteristics of mentor teachers, selection criteria for participants, and retention rates.
Evaluation of Support for Using Student Data to Inform Teachers' Instruction
Mathematica is conducting an experimental impact evaluation of the effects of data-driven instruction (DDI) on student achievement. This involves the implementation of high quality DDI professional development and estimating its effects on student achievement.
Evaluation of the District-Charter Collaboration Grants
Mathematica is measuring effects of the collaborations in seven cities that received grants to assess how these grants are fostering cooperation and equity between public and charter schools.
Ending Childhood Hunger: Evaluation of Demonstration Projects
Mathematica is evaluating innovative strategies to reduce hunger in low-income households with children. The study includes five federally funded demonstration projects that target areas or populations with elevated levels of childhood food insecurity.
Support for Data-Driven Instruction Comes Up Short in New Study
Although most school districts help teachers use data to improve student learning, a new Mathematica study shows that providing schools with data coaches and professional development to support their efforts did not result in increased data use by teachers.
Do Charter Middle Schools Improve Students’ College Outcomes?
A new Mathematica study helps address an important knowledge gap about the effects of charter schools: Over the long term, do these schools improve students’ chances of enrolling in or completing college?
Mathematica Experts Win AEFP Award for Best Academic Paper on School Choice
The Association for Education Finance and Policy (AEFP), in conjunction with the Walton Family Foundation, has selected Mathematica's report "Do KIPP Schools Boost Student Achievement?" as the Best Academic Paper on School Choice and Reform 2014.
Our Charter School Research: Providing an Objective Voice in the Debate
In 2004, the U.S. Department of Education’s Institute of Education Sciences commissioned Mathematica to conduct the first nationwide, lottery-based study of charter schools. The lottery-based design compared outcomes for applicants admitted to the charter middle school through the lottery to outcomes...
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.