Brian A. Jacob

    Author Bio:
    Brian Jacob is the Walter H. Annenberg Professor of Education Policy, Professor of Economics, and Director of the Center on Local, State and Urban Policy (CLOSUP) at the Gerald R. Ford School of Public Policy. He is also a Faculty Research Fellow at the National Bureau of Economic Research and an Executive Committee Member of the National Poverty Center. He has previously served as a policy analyst in the NYC Mayor's Office and taught middle school in East Harlem. His primary fields of interest are labor economics, program evaluation, and the economics of education. His current research focuses on urban school reform and teacher labor markets. In recent work, he has examined school choice, education accountability programs, housing vouchers, and teacher labor markets.


Measuring Up

Assessing instructor effectiveness in higher education

SUMMER 2017 / VOL. 17, NO. 3

Principled Principals

New evidence from Chicago shows they fire the least effective teachers

Fall 2011 / Vol. 11, No. 4

Evaluating NCLB

Accountability has produced substantial gains in math skills but not in reading

Summer 2010 / Vol. 10, No. 3

In Low-Income Schools, Parents Want Teachers Who Teach

In affluent schools, other things matter

Summer 2007 / Vol. 7, No. 3

High Stakes in Chicago

Illustration by Noah Woods. As the first large urban school district to introduce a comprehensive accountability system, Chicago provides an exceptional case study of the effects of high-stakes testing-a reform strategy that will become omnipresent as the No Child Left Behind Act is implemented nationwide. One of the most serious criticisms of high-stakes testing is […]

Winter 2003 / Vol. 3, No. 1

To Catch a Cheat

The pressures of accountability may encourage school personnel to doctor the results from high-stakes tests. Here’s how to stop them.

Winter 2004 / Vol. 4, No. 1

When Principals Rate Teachers

The best—and the worst—stand out

Spring 2006 / Vol. 6, No. 2

Blog Posts/Multimedia

New Evidence on the Benefits of Small Group Math Instruction for Young Children

Small group instruction is ubiquitous in elementary schools when it comes to reading, but not for math. This study provides some preliminary evidence that small group instruction may be a promising approach for math instruction as well.


How Life Outside of School Affects Student Performance in School

Approximately 18 percent of Michigan third graders have been formally investigated by Child Protective Services for possible exposure to abuse or neglect.


Building Knowledge to Improve Degree Completion in Community Colleges

Policymakers should take steps to encourage colleges to adopt successful models such as ASAP and the Detroit Promise Path.


What We Know About Career and Technical Education in High School

States have been very active in passing laws about CTE. They now need to step up and support research that can help ensure these new initiatives are successful.


Chronic Absenteeism: An Old Problem in Search of New Answers

Roughly 14 percent of students nationwide miss at least 18 days of school.


The Evolution of the Charter School Market and the Next Generation of Charter School Research

A number of new research studies are beginning to investigate some more nuanced questions with regard to charters.


How the U.S. Department of Education Can Foster Education Reform in the Era of Trump and ESSA

By shining a spotlight on states with particularly low student performance, the department can bring attention to the struggles facing public education in these states.


The Wisdom of Mandatory Grade Retention

Mandatory grade retention is clearly popular, at least among many state legislators. But is it good policy?

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