Member Since 2016


Chad Aldeman is policy director of the Edunomics Lab at Georgetown University. Prior to joining the Edunomics Lab, Chad worked at Bellwether Education Partners from 2012-2020, where he advised clients and wrote on teacher preparation, teacher evaluation, and college and career readiness. He also served as editor for TeacherPensions.org.

Published Articles & Media

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Maintenance of Equity: A New Provision with Big Implications for District Budgeting

An expansive interpretation could have unintended consequences
President Joe Biden signs the American Rescue Plan, a coronavirus relief package, in the Oval Office of the White House, Thursday, March 11, 2021.

With Federal Relief Dollars on the Way, Districts Face Big Decisions

Reduce class sizes, lengthen the school year, provide tutoring—or let principals decide?
Figure 1A: Retirement Assets Under a Typical Teacher Pension Plan Versus a Minimal Adequacy Target, By Age

How to Fix Teacher Pensions

It is possible to re-design defined benefit pension plans so that they offer adequate retirement benefits to more teachers.

Pension Fix Depends On Accurate Counting

How should we measure teacher longevity?

Teacher Salaries, Benefits, and Incentives All Leading to Strike Talk in Denver

Debate is focused on a pay-for-performance program but benefit costs loom in the background.

Why Los Angeles Teachers May Strike

From 2001 to 2016, the Los Angeles Unified School District increased overall spending by 55.5 percent, but employee benefit costs soared 138 percent.

What Happened to Wisconsin’s Teacher Workforce After Act 10? Not Much

Many predicted that the restrictions Act 10 placed on collective bargaining would devastate the teacher workforce in Wisconsin, but the more drastic predictions have not transpired.

Health Care for Life

Will teachers' post-retirement benefits break the bank?

Are Teacher Preparation Programs Interchangeable Widgets? An Interview With Paul T. von Hippel

States have imposed a variety of rules on teacher candidates and the programs that seek to license them, with the goal of ensuring that all new teachers are ready to succeed on their first day in the classroom. New research challenges the very assumptions underlying these efforts.

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