Skip to main content

Breadcrumb

Home arrow_forward_ios About IES arrow_forward_ios Matthew Kraft
Home arrow_forward_ios ... arrow_forward_ios Matthew Kraft
About IES

Matthew Kraft

About

Dr. Matthew Kraft is an Associate Professor of Education and Economics at Brown University and a Research Associate at the National Bureau of Economic Research. His primary work focuses on efforts to improve educator and organizational effectiveness in U.S. public schools.

His scholarship examines efforts to improve teacher hiring, professional development, evaluation, and working conditions; the application of new approaches interpreting effect sizes in education research; and the development of school-based tutoring and mentoring programs in the wake of the COVID-19 pandemic. He has published over 40 academic articles in leading education, public policy, and economics journals. His research has been cited over 10,000 times, and he is consistently ranked among the top 200 scholars on Edu-Scholar Public Influence Rankings. Matt is regularly quoted and cited in national news outlets and has published op-eds in both The New York Times and The Washington Post. He is the recipient of the American Educational Research Association (AERA) Outstanding Public Communication Award, the Society for Educational Effectiveness Early Career Award, the William T. Grant Early Career Scholar Award, the Brown University Dean’s Award for Excellence in Teaching, the Palmer O. Johnson Memorial Award for the most outstanding article across the seven flagship AERA journals, and the National Academy of Education/Spencer Dissertation Fellowship. Matt holds a doctorate in Quantitative Policy Analysis in Education from Harvard University as well as an M.A. in International Comparative Education and a B.A. in International Relations from Stanford University.

Associated IES Content

Program Information

2023 Program Information includes Agenda, Keynote Speakers and Session Materials
Grant

Exploring Competing Theories of How Teacher Accountability Reforms Affect Teacher Labor Markets and Student Achievement

The purpose of this study is to identify which malleable policies pertaining to teacher tenure and collective bargaining are associated with educational outcomes and explore how and when these relationships are mediated through teachers. Efforts to weaken and repeal tenure laws and collective bargaining rights as a means of increasing the quality of the teacher workforce have gained considerable momentum in recent years. However, these policy reform efforts have far outpaced existing theory ...
Federal funding program:
Education Research Grants
Award number:
R305A170053
icon-dot-govicon-https icon-quote