Matthew P. Steinberg
Dr. Steinberg is an Assistant Professor of Education, with appointments in the Education Policy and Teaching, Learning and Leadership Divisions. He is the Faculty Methodologist for the University of Pennsylvania IES Pre-Doctoral Training Program, as well as a Faculty Fellow with the University of Pennsylvania Institute for Urban Research and an Affiliated Researcher with the University of Chicago Consortium on Chicago School Research. Dr. Steinberg received his Ph.D. in public policy from the University of Chicago in 2012. During the 2011-12 academic year, he was a lecturer in public policy at the City University of New York (CUNY)-Baruch College’s School of Public Affairs. During his tenure as a doctoral student, Dr. Steinberg was an Institute of Education Sciences Pre-Doctoral Fellow with the University of Chicago Committee on Education, a researcher at the Consortium on Chicago School Research and a Mathematica Policy Research 2008 Summer Fellow. Prior to graduate school, he was an investment banker and a New York City Teaching Fellow, where he taught 5th grade in a low-income New York City community.
- University of Virginia, B.A. in Economics and Sociology, 2000
- The City College of New York, M.S.Ed., Childhood Education, 2004
- University of Wisconsin-Madison, M.P.A. Public Policy Analysis, 2007
- University of Chicago, Ph.D., 2012
Assistant Professor of Education
Graduate School of Education
Shores, K. & Steinberg, M. (2017). The impact of the Great Recession on student achievement: Evidence from population data.
Steinberg, M. & Kraft, M. (2017). The sensitivity of teacher performance ratings to the design of teacher evaluation systems, Educational Researcher, 46(7), 378-396.
Steinberg, M. & Quinn, R. (2017). Education reform in the post-NCLB era: Lessons learned for transforming urban public education, Cityscape.
Steinberg, M. & Lacoe, J. (2017). What do we know about school discipline reform? Assessing the alternatives to suspensions and expulsions, Education Next.
Steinberg, M. & Cox, A. (2017). School autonomy and district support: How principals respond to a tiered autonomy initiative in Philadelphia public schools, Leadership and Policy in Schools.
Steinberg, M., Quinn, R., Kreisman, D., & Anglum, C. (2016). Heterogeneous district response to statewide school finance reform: Did Pennsylvania’s Act 61 increase education spending or provide tax relief?, National Tax Journal.
Steinberg, M. & Garrett, R. (2016). Classroom composition and measured teacher performance: What do teacher observation scores really measure?, Educational Evaluation and Policy Analysis, 38(2), 293-317.
Steinberg, M. & Donaldson, M. (2016). The new educational accountability: Understanding the landscape of teacher evaluation in the post-NCLB era, Education Finance and Policy, 11(3).
Sartain, L., & Steinberg, M. (2016). Teachers’ labor market responses to performance evaluation reform: Experimental evidence from Chicago public schools, Journal of Human Resources, 51(3).
Steinberg, M., & Sartain, L. (2015). Does teacher evaluation improve school performance? Experimental evidence from Chicago’s Excellence in Teaching Project, Education Finance and Policy, 10(4), 535- 572.
Garrett, R., & Steinberg, M. (2015). Examining teacher effectiveness using classroom observation scores: Evidence from the randomization of teachers to students, Educational Evaluation and Policy Analysis, 37(2), 224-242.
Steinberg, M. & Quinn, R. (2015). A tale of two decades: New evidence on adequacy and equity in Pennsylvania, Journal of Education Finance, 40(3), 273-299.
Steinberg, M. & Sartain, L. (2015). Does better observation make better teachers?, Education Next, 15(1), 70-76.
Steinberg, M. (2014). Does greater autonomy improve school performance? Evidence from a regression discontinuity analysis in Chicago, Education Finance and Policy, 9(1), 1-35.
Steinberg, M. (2011). Educational Choice & Student Participation: The Case of the Supplemental Educational Services Provision in Chicago Public Schools, Educational Evaluation and Policy Analysis, 33(2): 159-182.