Increasing the number of highly effective teachers and principals is a national policy concern focus of federal education policy.
- Evaluating education programs and policies
- Implementation research
- Technical assistance
- Teacher and Principal Effectiveness
- Family Support
- TANF and Employment Issues
Jeffrey Max focuses on family support and education programs and policies, particularly in the area of teacher quality.
Max is deputy project director of a U.S. Department of Education study to assess whether disadvantaged students have equal access to effective teaching, and how teacher hiring and mobility are related to access to effective teaching. He is a researcher on the national evaluation of the Teacher Incentive Fund, designed to develop and implement performance-based teacher and principal compensation systems in high-need schools, and has contributed to other major studies for the U.S. Department of Education, including an evaluation of incentives to attract high performing teachers into low-performing schools. Max also led the development of a practice guide on teaching fractions in elementary and middle schools for the What Works Clearinghouse.
Max’s experience in the family support area includes studying responsible fatherhood programs and implementation of the Temporary Assistance for Needy Families program.
Max, who joined Mathematica in 2004, is an alumni of Teach For America in the New Orleans Public School District. He presents his work at conferences sponsored by the Association for Public Policy Analysis and Management, Association for Education Finance and Policy, Society for Research on Educational Effectiveness, and other organizations. He holds an M.P.A. from Columbia University.
Providing Technical Assistance to Teacher Quality Programs
Study of Feedback for Teachers Based on Classroom Videos
This evaluation is examining whether video-based observations and feedback help novice and early career teachers enhance classroom practices and student achievement.
Access to Effective Teaching for Low-Income Students
This project examines whether low-income students are taught by less effective teachers than high-income students, and if so, whether reducing this inequity would close the student achievement gap.
Talent Transfer Initiative: Attracting and Retaining High-Performing Teachers in Low-Performing Schools
This study examined whether providing large financial incentives would encourage high-performing teachers to transfer to low-performing schools, whether those teachers would be successful at improving student achievement, and whether they would remain at the school after the payments ended.
Policy in Perspective: Who Has More Effective Teachers?
In this episode of Mathematica Policy Research’s “Policy in Perspective” podcast, senior researchers Eric Isenberg and Jeffrey Max discuss their findings from a new study that addresses a key question in education policy: do low-income students have equal access to effective teachers?
Early Implementation Experiences of the 2010 Teacher Incentive Fund Grantees
The study found challenges to full implementation and communicating performance measures and performance bonuses.
The What Works Clearinghouse: Improving Practice, Research, and Policy
In 2002, the U.S. Department of Education's (ED) Institute of Education Sciences (IES) established the What Works Clearinghouse (WWC) to collect, review, and report on studies of education interventions. The growing focus on evidence-based decision making increased demand for this type of information. Since...