Matthew P. Steinberg

Matthew Steinberg is working with the UChicago Consortium on a study that shows the relationships of school discipline practices with school climate and classroom instruction.  This study examines the response of CPS schools to the new discipline code enacted in 2012-13, and to the “culture of calm” initiative between 2009 and 2011 as a means for understanding the ways in which discipline practices in schools affect school climate and classroom instruction.  Matthew is also collaborating with the UChicago Consortium on a study of the effects of teacher evaluation practices on student achievement and school environment.

Matthew is currently an Assistant Professor at the Graduate School of Education at the University of Pennsylvania.   For 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, Steinberg was an Institute of Education Sciences Pre-Doctoral Fellow with the University of Chicago Committee on Education, a researcher at the UChicago Consortium 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 fifth grade in a low-income New York City community.

All Publications

Title Type Date Sort ascending
Preview Not AvailableTeachers' Labor Market Responses to Performance Evaluation Reform

Experimental Evidence from Chicago Public Schools

Article Aug 2016
Does Teacher Evaluation Improve School Performance? Experimental Evidence from Chicago's Excellence in Teaching Project Does Teacher Evaluation Improve School Performance? Experimental Evidence from Chicago's Excellence in Teaching Project Article Oct 2015
Suspending Chicago's Students: Differences in Discipline Practices Across Schools Suspending Chicago's Students

Differences in Discipline Practices Across Schools

Report Sep 2015
Preview Not AvailableDoes Better Observation Make Better Teachers?

New Evidence from a Teacher Evaluation Pilot in Chicago

Article Nov 2014
Student and Teacher Safety in Chicago Public Schools: The Roles of Community Context and School Social Organization Student and Teacher Safety in Chicago Public Schools

The Roles of Community Context and School Social Organization

Report May 2011
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