Brian Jacob was quoted in a USA Today article called "When test scores seem too good to believe."The article discusses the findings of a USA Today investigation of the standardized test scores of students from six U.S. states—including Michigan—and...
According to new research by Brian Jacob, public school teachers took less time off when principals had more flexibility to dismiss them without completing elaborate documentation or attending a hearing.Two papers authored by Jacob examined a policy...
In nearly eight years, the federal No Child Left Behind school reforms have become perhaps the most controversial yet far-reaching educational policies of the past four decades. Opponents are turning their fire on No Child now that it is up for...
Join us as we welcome Dr. Ruha Benjamin to campus to discuss her newest book, Viral Justice: How We Grow the World We Want. In this talk, Dr. Benjamin draws on the lessons of the COVID-19 pandemic and introduces a micro-vision of change—a way of looking at the everyday ways people are working to combat unjust systems and build alternatives to the oppressive status quo.
Join the Center for Racial Justice for a workshop on decolonizing development with Farah Mahesri, part of our Racial Justice in Practice workshop series. Open to U-M students, faculty, staff, and community partners. In this interactive 3-hour session, we will collectively explore what a decolonized space or a decolonized approach for global development actually look like. How can we structure our organizations and our programs to draw to center more liberatory practices and help us radically re-imagine global development?
The Next Generation Undergraduate Success Measurement Project, funded by the Andrew W. Mellon Foundation, is an exploratory project to develop and implement a state-of-the-art measurement project to improve our understanding of the value of undergraduate educational experiences, and promote evidence-based models of undergraduate student success.
In an exploratory project funded by The Andrew W. Mellon Foundation, Ithaka S+R developed a novel approach to measuring a liberal arts and sciences educational experience, and examining its relationship with student outcomes.
The objective of the North American Colloquium is to provide a forum that strengtens a wider North American Conversation and more fruitful trilateral cooperation between Canada, Mexico and the US. Colloquium will allow for distinct internal/regional and indigenous perspectives within each country to be showcased.
Ross School of Business & Ford School of Public Policy
Friends, colleagues, students, and collaborators of John Enrico DiNardo are invited to attend a special conference at the University of Michigan that will celebrate his life and career.
The objective of the Causal Inference in Education Research Seminar (CIERS) is to engage students and faculty from across the university in conversations around education research using various research methodologies.
Causal Inference in Education Research Seminar (CIERS)
The objective of the Causal Inference in Education Research Seminar (CIERS) is to engage students and faculty from across the university in conversations around education research using various research methodologies.
Causal Inference in Education Research Seminar (CIERS)
The objective of the Causal Inference in Education Research Seminar (CIERS) is to engage students and faculty from across the university in conversations around education research using various research methodologies.
Causal Inference in Education Research Seminar (CIERS)
The objective of the Causal Inference in Education Research Seminar (CIERS) is to engage students and faculty from across the university in conversations around education research using various research methodologies.
Causal Inference in Education Research Seminar (CIERS)
The objective of the Causal Inference in Education Research Seminar (CIERS) is to engage students and faculty from across the university in conversations around education research using various research methodologies.
Causal Inference in Education Research Seminar (CIERS)
The objective of the Causal Inference in Education Research Seminar (CIERS) is to engage students and faculty from across the university in conversations around education research using various research methodologies.
Causal Inference in Education Research Seminar (CIERS)
The objective of the Causal Inference in Education Research Seminar (CIERS) is to engage students and faculty from across the university in conversations around education research using various research methodologies.
Causal Inference in Education Research Seminar (CIERS)
The objective of the Causal Inference in Education Research Seminar (CIERS) is to engage students and faculty from across the university in conversations around education research using various research methodologies.
Causal Inference in Education Research Seminar (CIERS)
The objective of the Causal Inference in Education Research Seminar (CIERS) is to engage students and faculty from across the university in conversations around education research using various research methodologies.
Causal Inference in Education Research Seminar (CIERS)
The objective of the Causal Inference in Education Research Seminar (CIERS) is to engage students and faculty from across the university in conversations around education research using various research methodologies.
Join the Ford School in welcoming Branko Milanovic, author of the forthcoming book, "Recent Trends in Global Income Inequality and Their Political Implications."
Free and open to the public. About the lecture: The presentation will address four topics: (1) why it is important to step up our use of evidence if we are to improve education outcomes; (2) strategies for engaging stakeholders in using and generating credible evidence; (3) the importance of adopting common standards for design and evidence standards; and (4) a proposal for a common evidence platform. About the speaker: Rebecca Maynard is a leading expert in program evaluation, including the design and conduct
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.
