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NEW EdWorkingPapers
Does in-service training in special education increase the effectiveness of general classroom teachers? Evidence from the large-scale “Special Education Pedagogy for Learning” program in Sweden
Causal evidence on the effectiveness of general teacher training in special education is scarce. This study evaluates the “Special Education Pedagogy for Learning” (SFL) program, a professional development program for general classroom teachers in Sweden involving approximately 60,000 teachers. Linking program administrative data to full-population register data, we estimate dynamic difference… more →
Performance Pay and Teacher Mobility: Statewide Evidence from Texas
Texas's Teacher Incentive Allotment (TIA) provides performance-based funding to school districts, with larger awards at rural campuses and campuses serving more disadvantaged students. I study whether district adoption keeps teachers in their districts and at their schools.
Empty Desks: Schools and Staffing after the Pandemic
Sustained enrollment losses and other post-pandemic factors have placed budgetary pressures on many school districts and motivated difficult discussions about both closing under enrolled schools and staffing reductions. Using the most currently available national data, this brief provides descriptive evidence on trends in the number of operating schools and their teacher staffing and discusses… more →
Navigating Conflicting Pressures: How Districts Spend Federal COVID-19 Relief Funds
Federal COVID-19 relief funds provided a large increase in school district revenue, with fewer requirements than usual. Districts received widespread criticism, based on little systematic evidence, for spending federal funds slowly or ineffectively. Institutional theories predict a common response to funds across districts, while other theories predict variation in use of these funds. How have… more →
Interpreting Null Effects in Education: Insights from a Tutoring Experiment
We learn not only from when interventions work—but also from why they do not. Policymakers embraced high impact tutoring to address pandemic learning loss, but scaling promising practices is difficult, and not all implementations prove effective. Using random assignment, we find null (math and a low-stakes reading test) and negative (-0.09 SD on state reading scores) impacts from assignment to… more →
Cultivating STEM Interest in Middle School Students: Evidence from a Randomized Controlled Trial of an Out-of-School Time Experiential Learning Program
A sustainable science, technology, engineering, and math (STEM) workforce is central to U.S. national interests and policy debates. Researchers and practitioners often overlook non-academic levers such as early interest and career aspirations. One way to foster these dispositions is through out-of-school time (OST) programs that provide learning experiences not typically offered in school… more →
Policy and Practice Series
EdTalks
Centering Teachers in the AI Era
What happens when teachers are treated as professional decision-makers, not just end users of AI tools?
Watch the conversation about the future of the teaching profession in an AI-enabled education system, grounded in two recent EdWorkingPapers.