Mathematica Policy Research


Steven Glazerman is a nationally recognized expert on educational evaluation with more than 20 years of experience in the field. Since 2014, he has led Mathematica’s work with state and local education agencies, fostering new collaborations and ensuring the quality of research and the responsiveness of the work to educator needs.

Dr. Glazerman began measuring the impact of teachers on student achievement more than 20 years ago, analyzing longitudinal data from the Minneapolis Public Schools. Since then, he has conducted influential research and evaluation at every stage of the teacher pipeline, including teacher recruitment, professional development, alternative certification, performance measurement, and compensation. His evaluation of the impact of Teach For America teachers on student achievement was the first of its kind to use random assignment within schools to evaluate such a program on a national scale. He designed studies of alternative certification (American Board for Certification of Teacher Excellence) and preschool curricula. He was a principal investigator for a national impact evaluation of comprehensive teacher induction in 17 districts. He designed and led an impact evaluation of the Teacher Advancement Program in the Chicago Public Schools. He began Mathematica’s work with the District of Columbia Public Schools estimating individual value added for the district’s IMPACT teacher evaluation system. He was the principal investigator in charge of designing the national evaluation of the Teacher Incentive Fund and designed and led an impact evaluation of moving high-performing teachers to low-performing schools, known as the Talent Transfer Initiative, in 10 school districts throughout the country. Dr. Glazerman’s methodological research has focused on validating quasi-experimental methods, including value-added methods, using randomized experiments.

Dr. Glazerman has lectured extensively on program evaluation and teacher evaluation, having taught at Georgetown University and given invited talks at universities throughout the U.S. and in Mexico. He taught program evaluation to international researchers through the Global Development Network, and gave invited talks on using multiple measures to evaluate teachers for the National Governors’ Association, and on uses and misuses of standardized testing for the Albert Shanker Institute. He has consulted with school districts on accountability systems and with state policymakers on teacher pipeline issues. He has served on expert panels such as the Brookings Task Force for Teacher Quality and the National Center for Education Statistics’ Technical Review Panel for the National Teacher and Leader Survey. His published work appears in journals such as Education Finance and Policy and the Journal of Policy Analysis and Management, and has been quoted in Education Week, the Washington Post, the Baltimore Sun, and the Houston Chronicle. He holds a B.A. from Brown University and an M.P.P. and a Ph.D. from the University of Chicago.