How do schools respond to differences in teacher effectiveness?

Teachers are the most important in-school contributors to student achievement, but there is widespread concern that the rigidities of the public school system make it unresponsive to teacher quality. In this lecture Dr. Chingos will discuss three studies of how schools respond to differences in teacher effectiveness (as measured by value-added to student achievement), all of which are based on administrative data from the state of Florida. Mathew Chingos, Fellow, Brookings Institution Matthew M. Chingos is a Fellow in the Brookings Institution's Brown Center on Education Policy. He has written extensively on class-size reduction, teacher quality, and college graduation rates. Chingos studies a wide range of education-related topics at both the K–12 and postsecondary levels. His current research examines digital learning, the quality of postsecondary instruction, the costs of assessment systems, public employee pensions, and the effects of school districts and their leaders. Chingos's first book, Crossing the Finish Line: Completing College at America's Public Universities, coauthored with William G. Bowen and Michael S. McPherson, was published by Princeton University Press in 2009. His work has also been published in academic journals including Education Finance and Policy, Economics of Education Review, and Education Next. Chingos received a B.A. in government and economics and a Ph.D. in government, both from Harvard University. Sponsored by the Education Policy Initiative at the Ford School of Public Policy.

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