Category Archives: General Information

The Brown Education Department Speaker Series Presents Dr. Douglas Harris

Douglas Harris_Headshot
The Brown Education Department Speaker Series held its second installment last week, and was proud to feature Dr. Douglas Harris, a Professor of Economics, the Schleider Foundation Chair in Public Education, and founder and Director of the Education Research Alliance for New Orleans (ERA-New Orleans) at Tulane University.

Dr. Harris delivered a presentation to the Department entitled “Taken by Storm: The Post-Katrina New Orleans School Reforms and their Effects on Students“. The school reforms put in place in New Orleans after Hurricane Katrina represent the most intensive test-based and market-based school accountability system ever created in the United States. Collective bargaining ended, school choice expanded, and nearly all public schools were taken over by the state. Now ten years later, Harris’s study is providing New Orleans with the first examination of the effects of this package of reforms on student achievement.

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Harris walked Education Department faculty and students through his research step by step, showing that even when controlling the data for other influences, over time the reformed system of schools had clear, statistically significant positive effects on student outcomes.  Despite these encouraging initial results, Harris cautioned that this extreme overhaul approach may not be generalizable to other geographic locations, but was only successful in New Orleans due to a specific combination of circumstances, such as population characteristics and the rapid influx of passionate teachers to the area post-Katrina.

Professor John Papay Publishes Paper on Boston Teacher Residency

Does an Urban Teacher Residency Increase Student Achievement? Early Evidence From Boston

Boston Teacher Residency (BTR) is an innovative practice-based preparation program in which candidates work alongside a mentor teacher for a year before becoming a teacher of record in the Boston Public Schools (BPS). The authors found that BTR graduates are more racially diverse than other BPS novices, more likely to teach math and science, and more likely to remain teaching in the district through Year 5. Initially, BTR graduates for whom value-added performance data are avail- able are no more effective at raising student test scores than other novice teachers in English lan- guage arts and less effective in math. The effectiveness of BTR graduates in math improves rapidly over time, however, such that by their 4th and 5th years they outperform veteran teachers. Simulations of the program’s overall effect through retention and effectiveness suggest that it is likely to improve student achievement in the district only modestly over the long run.

Read the full paper here Papay West Fullerton Kane – EEPA – Final Published

UEP Fall Open House Itinerary

Prospective students: Below is the Itinerary for UEP Fall Open House! We hope you can join us to learn more about the UEP program from faculty, alumni and current UEP students. Please RSVP at House Intinerary