How do smaller classes and better teachers affect student achievement and outcomes? Does having a college education mean that a person will live longer and in better health? Which education interventions are most effective in terms of costs and achievement? These are just some of the issues that IPR education policy researchers address in their quest to create a larger pool of rigorous research and policy-relevant solutions for the pressing problems in education faced by teachers, students, parents, taxpayers, and policymakers.
A Message From Jonathan Guryan, Program Chair
Struggling schools, declining school funding, persistent achievement gaps, and recruiting and retaining effective teachers are just a few of the critical issues that school districts across the nation face every day. More rigorous research is needed to understand the issues facing schools and educators and to create effective solutions to address them. IPR’s Education Policy program groups fellows from a variety of disciplines and aligns with others, including those on Quantitative Methods.
Recently published articles and working papers in this program area include:
Elizabeth Tipton, Jessaca Spybrook, Katie Fitzgerald, Qian Wang, and Caryn Davidson. 2019. The Convenience of Large Urban School Districts: A Study of Recruitment Practices in 37 Randomized Trials (WP-19-27).
Erica Field, Leigh Linden, Ofer Malamud, Daniel Rubenson, and Shing-Yi Wang. 2019. Does Vocational Education Work? Evidence from a Randomized Experiment in Mongolia (WP-19-20).
Todd Elder, David Figlio, Scott Imberman, and Claudia Persico. 2019. School Segregation and Racial Gaps in Special Education Identification (WP-19-13).
Faculty ExpertsFaculty consider issues associated with education from different vantage points that include economics, sociology, psychology, biomedical sciences, and quantitative research methods.
Faculty Organizers: Larry Hedges and Elizabeth Tipton
This two-week, in-depth training institute covers a range of specific topics in the design, implementation, and analysis of data for use in cluster-randomized trials, allowing researchers to account for the group effects of teachers and classrooms when measuring an intervention’s effects on individual student achievement. Support comes from the National Center for Education Research, housed in the U.S. Department of Education's Institute of Education Sciences.