In this study, Professor Matthew Kraft and his co-authors develop a conceptual framework for understanding and predicting teacher shortages at the state, region, district, and school levels. Their findings illustrate why viewpoints about, and solutions to, shortages depend critically on whether one takes an aggregate or local perspective.

In this paper, Professor Lindsay Page and her co-authors study the identification of causal effects in clustered observational studies (COS) designs. They focus on the prospect of differential selection of units to clusters, which occurs when the units’ cluster selections depend on the clusters’ treatment assignments, and outline the magnitude of the bias that can occur with differential selection.

Federal incentives and requirements under the Obama administration spurred states to adopt major reforms to their teacher evaluation systems. In this working paper, Professor Matthew Kraft and co-authors examine the effects of these reforms on student achievement and attainment at a national scale by exploiting their staggered implementation across states.

Kiana Harriel, a Rhode Island native, is a Master of Arts in Teaching student in Secondary Social Studies Education. She has a BA in Anthropology with a Minor in Education from Wheaton College in Massachusetts.

Sara Mickelson graduated from Brown's Urban Education Policy master's program in 2012 and is the Deputy Cabinet Secretary for the New Mexico Early Childhood Education Department.

A study co-authored by Professor Lindsay Page shows that Asian American students — especially South Asian applicants — are less likely to attend Ivy League and other prestigious institutions compared to white students despite having similar academic and extracurricular credentials.

In this brief, Brown scholars highlight data-driven opportunities that build on the Providence Public School District's existing teacher staffing strategies, particularly around recruitment practices, and have identified where targeted retention efforts could be most beneficial.

Ramona Santos Torres, a current Urban Education Policy master's student at Brown, is the Executive Director and one of the Co-founders of Parents Leading for Educational Equity (PLEE). PLEE is a parent-led, grassroots organization with a mission to fight for parent voice in education decision-making, and for access to a high-quality public school option for all children of color.

A new paper from Professor Lindsay Page, along with co-authors Danielle Lowry, Aizat Nurshatayeva, and Jennifer Iriti, contributes to the literature on college financial aid and aid displacement by investigating whether the aid packaging practices of postsecondary institutions are responsive to the generosity of the Pittsburgh Promise scholarship.

This working paper by Matthew A. Kraft and Sarah Novicoff examines the fundamental and complex role that time plays in the learning process, revealing how large differences in the length of the school day and year across public schools are an underappreciated dimension of educational inequality in the United States.

At a recent event hosted by the Boston Foundation, researchers from the Annenberg Institute at Brown University joined several educational leaders to explore the changing demographics and critical resources required to support immigrant newcomers to Massachusetts high schools.

Britt Ruiz graduated from Brown's Master of Arts in Teaching program in 2023 and teaches U.S. History and AP U.S. Government at Paul Cuffee School in Providence, RI.

Christien Laible is from Norwalk, CT, and is a current Urban Education Policy master's student at Brown. He earned his Bachelor's degree in East Asian Studies with a minor in Human Development from Colby College.

The Education Department at Brown University invites applications for a one-year visiting Assistant Professor in urban education policy with expertise in race and politics to begin August 2024.

Cuauhtemoc Arizpe comes from the City of San Antonio and is a current MAT student specializing in secondary mathematics education. He earned his Bachelor's degree in Public Policy from Brown University with a primary focus on education policy.

A new policy briefing from the White House cites research by Matthew Kraft, an associate professor of education. On January 17, the Biden-Harris Administration announced its Improving Student Achievement Agenda for 2024, which is focused on proven strategies that will accelerate academic performance for every child in school. The administration urges States, districts, and schools to provide high-dosage tutoring and incorporates Kraft's and Grace Falken's design and implementation principles into their recommendation.

A new publication by Professor David Rangel, Department of Education, and Professor Emily Rauscher, Department of Sociology, examines the complex relationship between infant health, parental education, and race and ethnicity.

Professor Lindsay Page is working in partnership with the NISS and Georgia State University to study how chatbots can improve student outcomes in foundational college math and English courses.

Professors Matthew Kraft, John Papay, and Lindsay Page have been recognized by Rick Hess, director of Education Policy Studies at the American Enterprise Institute and Education Week blogger, as being among the nation's 200 most impactful university-based scholars in education policy in 2023.

Kate Donohue graduated from Brown's Master of Arts in Urban Education Policy program in 2018 and is a Senior Project Manager at Annenberg Institute at Brown University where she studies teacher pipelines and human capital processes.

The paper, “New Schools and New Classmates: The Disruption and Peer Group Effects of School Reassignment,” was selected as one of two 2022 Best Paper winners for Economics of Education Review. Co-authored with David Liebowitz, Rodney Hughes, Matt Lenard, and Darryl Hill, the paper focuses on the impacts of the school reassignment policy in Wake County, North Carolina.

Nicole Mathis graduated from Brown's Master of Arts in Teaching program in 1996 and is an Assistant Principal at Classical High School in Providence, RI. 

The Swearer Center provides Community-Based Learning and Research (CBLR) Course Mini-Grants to instructors of undergraduate and graduate courses at Brown, in order to support the implementation of high-impact community-engaged learning experiences.