Phone: (703) 993-5596
Fax: (703) 993-2013
Email: msteinb6 (@gmu.edu)
George Mason University
West Building 2006
4400 University Dr.
Fairfax, VA 22030
Dr. Matthew P. Steinberg is an Associate Professor of Education Policy in the Graduate School of Education at George Mason University. He is a University Affiliate Faculty at the Schar School of Policy and Government and the Director of EdPolicy Forward: The Center for Education Policy at George Mason University. Dr. Steinberg is an Affiliated Researcher with the University of Chicago Consortium on Chicago School Research, an Academic Affiliate with the Educator Impact Laboratory at Mathematica Policy Research, and an IUR Scholar at the University of Pennsylvania Institute for Urban Research. A recipient of the 2016 National Academy of Education/Spencer Postdoctoral Fellowship, Dr. Steinberg received his PhD in public policy from the University of Chicago. During his tenure as a doctoral student, Dr. Steinberg was an Institute of Education Sciences Pre-Doctoral Fellow with the University of Chicago Committee on Education, a researcher at the University of Chicago Consortium on School Research and a Mathematica Policy Research Summer Fellow. Prior to graduate school, he was an investment banker and a New York City Teaching Fellow.
Dr. Steinberg's research addresses issues of educational significance at the intersection of the economics of education and education policy, including: teacher evaluation and human capital; urban school reform; school discipline and safety; and school finance. His work aims to inform local and national policy discussions on the impact of education policies and practices on the distribution of teacher effectiveness and the educational outcomes of students, particularly the most disadvantaged among the population. To do so, he matches rigorous econometric methods with rich administrative data to produce empirical evidence that answers fundamentally important education policy questions. Dr. Steinberg's research has appeared in leading education and economics journals, including the American Journal of Education, Economics of Education Review, Educational Evaluation and Policy Analysis, Education Finance and Policy, Educational Researcher, Journal of Human Resources, Journal of Public Economics, National Tax Journal, and Regional Science and Urban Economics. Dr. Steinberg's research has also appeared in policy and practice publications that reach district, state, and national policymakers and school leaders, including Cityscape, Education Next and The State Education Standard.
Economics of education
Steinberg, M., Quinn, R., & Anglum, C. (In Press). Education finance reform and the Great Recession: Did state policy and fiscal federalism improve education spending, school resources and student achievement in Pennsylvania? Journal of Education Finance.
Shores, K., & Steinberg, M. (In Press). The Great Recession, fiscal federalism and the consequences for cross-district spending inequality. Journal of Education Finance.
Shores, K., & Steinberg, M. (2019). Schooling during the Great Recession: Patterns of school spending and student achievement using population data. AERA Open.
Kreisman, D., & Steinberg, M. (2019). The effect of increased funding on student achievement: Evidence from Texas's small district adjustment. Journal of Public Economics.
Steinberg, M., Ukert, B., & MacDonald, J. (2019). Schools as places of crime? Evidence from closing chronically underperforming schools. Regional Science and Urban Economics, 77, 125-140.
Steinberg, M., & MacDonald, J. (2019). The effects of closing urban schools on students’ academic and behavioral outcomes: Evidence from Philadelphia. Economics of Education Review, 69, 25-60.
Steinberg, M., & Pileggi, M. & Neild, R. (2019). Student mobility and dropout in Philadelphia high schools, 2013-14 through 2016-17. Philadelphia: The Philadelphia Education Research Consortium.
Steinberg, M., & Yang, H. (2019). Principal mobility in Philadelphia traditional and charter public schools, 2007-08 through 2015-16. Philadelphia: The Philadelphia Education Research Consortium.
Jensen, B., Wallace, T. L., Steinberg, M., Gabriel, R., Dietiker, L., Davis, D., Kelcey, B., Covay Minor, E., Halpin, P., & Rui, N. (2019). Complexity and scale in teaching effectiveness research: Reflections from the MET Study. Education Policy Analysis Archives, 27(7), 1-17.
Lacoe, J., & Steinberg, M. (2019). Do suspensions affect student outcomes? Educational Evaluation and Policy Analysis, 41(1), 34-62.
Steinberg, M., & Lacoe, J. (2018). Reforming school discipline: School-level policy implementation and the consequences for suspended students and their peers. American Journal of Education, 125(1), 29-77.
Lacoe, J., & Steinberg, M. (2018). Rolling back zero tolerance: The effect of discipline policy reform on suspension usage and student outcomes. Peabody Journal of Education, 93(2), 207-227.
Steinberg, M., Neild, R., Canuette, W.K., Park, S., Schulman, E., & Wright, M. (2018). Teacher mobility in the School District of Philadelphia, 2009-10 through 2015-16. Philadelphia: The Philadelphia Education Research Consortium.
Steinberg, M., & Kraft, M. (2017). The sensitivity of teacher performance ratings to the design of teacher evaluation systems. Educational Researcher, 46(7), 378-396.
Steinberg, M., & Quinn, R. (2017). Education reform in the post-NCLB era: Lessons learned for transforming urban public education. Cityscape, 19(1), 207-232.
Steinberg, M., & Lacoe, J. (2017). What do we know about school discipline reform? Assessing the alternatives to suspensions and expulsions. Education Next, 17(1), 44-52.
Steinberg, M., & Cox, A. (2017). School autonomy and district support: How principals respond to a tiered autonomy initiative in Philadelphia public schools. Leadership and Policy in Schools, 16(1), 130-165.
Steinberg, M. & Lacoe, J. (2017, December). The Academic and Behavioral Consequences of Discipline Policy Reform: Evidence from Philadelphia. Washington, DC: The Thomas B. Fordham Institute.
Steinberg, M., Quinn, R., Kreisman, D., & Anglum, C. (2016). Did Pennsylvania’s statewide school finance reform increase education spending or provide tax relief? National Tax Journal, 69(3), 545-582.
Steinberg, M., & Garrett, R. (2016). Classroom composition and measured teacher performance: What do teacher observation scores really measure? Educational Evaluation and Policy Analysis, 38(2), 293-317.
Steinberg, M., & Donaldson, M. (2016). The new educational accountability: Understanding the landscape of teacher evaluation in the post-NCLB era. Education Finance and Policy, 11(3), 340-359.
Sartain, L., & Steinberg, M. (2016). Teachers’ labor market responses to performance evaluation reform: Experimental evidence from Chicago public schools. Journal of Human Resources, 51(3), 615-655.
Steinberg, M. (2016). The future of teacher evaluation. State Education Standard, 16(3), 6-12.
Steinberg, M., & Sartain, L. (2015). Does teacher evaluation improve school performance? Experimental evidence from Chicago’s Excellence in Teaching Project. Education Finance and Policy, 10(4), 535-572.
Garrett, R., & Steinberg, M. (2015). Examining teacher effectiveness using classroom observation scores: Evidence from the randomization of teachers to students. Educational Evaluation and Policy Analysis, 37(2), 224-242.
Steinberg, M., & Quinn, R. (2015). A tale of two decades: New evidence on adequacy and equity in Pennsylvania. Journal of Education Finance, 40(3), 273-299.
Steinberg, M., & Sartain, L. (2015). Does better observation make better teachers? Education Next, 15(1), 70-76.
Steinberg, M. (2014). Does greater autonomy improve school performance? Evidence from a regression discontinuity analysis in Chicago. Education Finance and Policy, 9(1), 1–35.
Steinberg, M. (2011). Educational choice & student participation: The case of the supplemental educational services provision in Chicago public schools. Educational Evaluation and Policy Analysis, 33(2), 159–182.
Steinberg, M., Piraino, P., & Haveman, R. (2009). Access to higher education: Exploring the variation among U.S. colleges and universities in the prevalence of Pell grant recipients. The Review of Higher Education, 32(2), 235–270.
Ph.D. (Public Policy) University of Chicago, 2012.
M.P.A. (Public Policy Analysis) University of Wisconsin-Madison, 2007.
M.S.Ed. (Childhood Education) The City College of New York, 2004.
B.A. (Economics and Sociology) University of Virginia, 2000.