teachers | Gerald R. Ford School of Public Policy
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In the Media

Jacob discusses new research and the shift in the "Grammar of Schooling"

Sep 4, 2024 American Enterprise Institute
Brian Jacob, Ford School professor discussed his recent papers "Did COVID-19 Shift the “Grammar of Schooling”?" and "The Lasting Effects of the COVID-19 Pandemic" coauthored with Cristina Stanojevich about how schools have been transformed since the ...
Headshot of Brian Jacob
In the Media

Jacob on changes in the post-pandemic American classroom

Sep 3, 2024 Education Next
Ford School professor Brian Jacob talked on Education Next about the way the COVID pandemic has changed American classrooms. He said "we did find that schools look quite a bit different in some important ways one way is obviously a use of a variety o...
Headshot of Brian Jacob
In the Media

Stevenson on living standards necessary for traditional child care roles

Aug 21, 2024 Bloomberg Surveillance
Betsey Stevenson, Ford School professor and economist, talked with Tom Keene on Single Best Idea about the policy proposals that seek to bring back a 1950s lifestyle. She said "the argue that they want that but they don't actually want the living sta...
Betsey Stevenson
News

Parents want teachers who make children happy

Dec 7, 2007
When requesting a teacher for their elementary school children, parents are more likely to choose teachers who receive high student satisfaction ratings than teachers with strong achievement ratings, said Brian Jacob, co-author of a new study and dir...
Ford School
CLOSUP Lecture Series

Value-Added with Multidimensional Teacher Ability

Mar 7, 2012, 4:00-5:30 pm EST
Gerald R. Ford School of Public Policy Paul and Nancy O'Neill Classroom
Abstract We examine the theoretical and practical implications of ranking teachers according to a one dimensional value-added metric when teacher effectiveness is multi-dimensional. In particular, we consider the cases in which teachers teach multiple subjects or multiple student types. We outline the assumptions under which a standard value-added estimator correctly ranks teachers according to their social value. We demonstrate that these assumptions fail to hold empirically.
Ford School
Program in Practical Policy Projects

Teacher Career Pathways

September 2018 - December 2018
A previous SPPC project with Ed-Trust Midwest analyzed quantitative/administrative data from Michigan to characterize inequities in teacher quality across the state. This project used primarily qualitative methods to build on that previous study to identify promising career pathways for teachers in lower-performing districts. Students conducted background research, identified best practices, and critically examined options for improving teacher quality.