Education Policy Seminar Series - Fall 2012


Incentivizing Educational Investment: The Impact of Performance-Based Scholarships on Student Use of Time

Cecilia Rouse

Woodrow Wilson School
Princeton University

Cecilia Rouse is the current Dean of the Woodrow Wilson School of Public and International Affairs. Her primary research interests are in labor economics with a focus on the economics of education. Rouse has served as an editor of the Journal of Labor Economics and is currently a senior editor of The Future of Children.   She is the founding director of the Princeton University Education Research Section, is a member of the National Academy of Education and a research associate of the National Bureau of Economic Research.   In 1998-99 she served a year in the White House at the National Economic Council and from 2009-2011 served as a member of the President’s Council of Economic Advisers. 

Behavioral Responses to Teacher Transfer Incentives: Results from a Randomized Experiment

Steven Glazerman

Mathematica Policy Research

Steven Glazerman is a senior fellow at Mathematica Policy Research with expertise in methods for evaluating the impact of social programs and in teacher labor markets, including issues of teacher recruitment, professional development,alternative certification, performance measurement, and compensation. Glazerman’s early research has included large-scale national impact evaluations of high-profile programs such as Teach For America and Job Corps. More recently, he was the principal investigator for federally funded national studies of preschool curriculum, teacher induction, and teacher pay. He currently leads the impact evaluation of the Talent Transfer Initiative, an effort to identify high value-added teachers and attract them with monetary incentives to low-performing schools. He also leads a five-year randomized study of the impacts of the Teacher Advancement Program in the Chicago Public Schools and is a principal investigator for a national evaluation of the Teacher Incentive Fund.

The Role of Science in Education and Education Policy

Dan Willingham

Department of Psychology
University of Virginia

Daniel Willingham is a Professor of Psychology at the University of Virginia, where he has taught since 1992. Until about 2000, his research focused solely on the brain basis of learning and memory. Today, all of his research concerns the application of cognitive psychology to K-12 education. He writes the “Ask the Cognitive Scientist” column for American Educator magazine, and is an Associate Editor of Mind, Brain, and Education. He is also the author of Why Don't Students Like School? (Jossey-Bass). His writing on education has been translated into ten languages.

Do the Effects of Early Childhood Education Programs Differ by Gender?  A Meta-Analysis

Katherine Magnuson

School of Social Work
University of Wisconsin

Katherine Magnuson is a Professor of Social Work at University of Wisconsin.  Magnuson’s research focuses on the well-being and development of economically disadvantaged children and their families. She examines how disparities in socioeconomic status (SES) affect children’s development, and how these effects may be altered by policies and programs, especially early childhood education programs. She also investigates how maternal education impacts child development. Specifically, Katherine blends two streams of research that are often considered separately: (1) the influence of parental factors on children’s well-being, particularly children’s school performance; and (2) direct child interventions, particularly early education, that may serve a compensatory role for disadvantaged children.

U.S. High School Graduation Rates: Patterns and Explanations

Richard Murnane

Graduate School of Education
Harvard University

Richard Murnane is the Thompson Professor of Education and Society at the Harvard Graduate School of Education and a research associate at the National Bureau of Economic Research. With MIT professors Frank Levy and David Autor, he has examined how computer-based technological change has affected skill demands in the United States' economy, and the effectiveness of educational policies in responding to changing skill demands writing two co-authored books on the topic. He also examines the respects in which the growth in family income inequality in the U.S. has affected educational opportunities for children from low income families and the effectiveness of alternative strategies for improving life chances for these children. Murnane co-edited (with Greg Duncan) the 2011 volume, Whither Opportunity: Rising Inequality, Schools, and Children's Life Chances (Russell Sage). In 2011, Murnane and his colleague, John Willett, published the book Methods Matter: Improving Causal Inference in Educational and Social Science Research (Oxford U. Press).

Prospectively Choosing Comparison Units Using Sequential Matching Procedures

Vivian Wong Weis

School of Education and Human Development
University of Virginia

Vivian Wong has recently completed a post-doc with the Institute for Policy Research at Northwestern University, and is new Assistant Professor at the University of Virginia. A research methodologist, her interests include program evaluation in education contexts, causal inference, empirical tests of quasi-experimental designs, and addressing design, implementation, and analytic issues in regression-discontinuity design studies. She is the lead author of an RD evaluation of five state pre-kindergarten programs in Michigan, New Jersey, Oklahoma, South Carolina, and West Virginia, and is currently working on examining regression-discontinuity designs with multiple assignment variables and cutoffs.  



Additional Content

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Past Speakers

Fall 2010

Spring 2011

Fall 2011

Spring 2012