Veronica Katz

Veronica Katz has a longstanding interest in understanding factors that can improve teacher quality, especially in low-performing schools. She believes all students should have access to effective teachers, and this belief has driven her to focus much of her research on teacher evaluation and teacher retention, with an eye toward addressing the following question: what can be done to keep the best teachers in the schools that need them the most? To this end, Katz co-authored a study evaluating the effects of differentiated teacher turnover on student achievement. She is currently working on a paper that examines the relationship between performance-based financial incentives and teachers’ decisions to teach in low-income and low-performing schools. In addition to studies that employ rigorous, quantitative methods, Katz has contributed to literature reviews on teacher evaluation and teacher retention. Ultimately, Katz seeks to use her methodological training to inform policies that will improve student outcomes.

Ph.D., University of Virginia, 2017
M.A., University of Virginia, 2013
M.Ed., Loyola Marymount University
B.A., Washington University in St. Louis

Curriculum Vitae