This study adds to the currently limited evidence base on the efficacy of interventions targeting non-college-ready high school students by...
Zeyu Xu is currently a Managing Researcher with the Analysis of Longitudinal Data in Education Research Program at the American Institutes for Research and an affiliated researcher with CALDER. He was formerly a Senior Research Associate with the Education Policy Center at the Urban Institute. He has extensive experience in analyzing longitudinal state administrative data and in quantitative methodology. His current research primarily focuses on two important policy issues: the use of value-added models in evaluating teacher effectiveness/teacher quality and pay for performance.
Using state longitudinal data from North Carolina, Florida and Texas, he leads the evaluation of the effectiveness of Teach for America teachers in secondary schools; a study that compares teacher value-added in high poverty and low poverty schools; the evaluation the effect of Education Department’s Teacher Incentives Fund on student outcomes; as well as a study on the validity of value-added measures of teacher effectiveness.
Dr. Xu has completed research studies on student mobility, clustered randomization study design, early childhood education, and education issues in the global context. He was project manager of the Statistical Standards Project at the Education Statistics Services Institute (ESSI) in AIR prior to joining the Urban Institute. He received his Ph.D. in Economics of Education and a M.S. in Applied Statistics from Columbia University.
We describe the postsecondary transitions of students taking CTE courses in high school using administrative data on one cohort of high school...
The Common Core Conundrum: To What Extent Should We Worry That Changes to Assessments and Standards Will Affect Test-Based Measures of Teacher Performance?
Using administrative longitudinal data from five states, we study how value-added measures of teacher performance are affected...
Most public school teachers in the United States are enrolled in defined benefit (DB) pension plans. Using administrative micro data from four...
This study provides a first look at how student college- and career-readiness have progressed in the early years of the Common Core State...Examining Spillover Effects from Teach For America Corps Members in Miami- Dade County Public Schools
A sizeable body of evidence has documented the effectiveness of Teach For America (TFA) corps members at raising the mathematics test scores of...New Estimates of Design Parameters for Clustered Randomization Studies: Findings from North Carolina and Florida
The gold standard in making causal inference on program effects is a randomized trial. Most randomization designs in education randomize...Student Transience in North Carolina:The Effect of School Mobility on Student Outcomes Using Longitudinal Data
This paper describes the school mobility rates for elementary and middle school students in North Carolina and attempts to estimate the effect of...
Teach for America (TFA) selects and places graduates from the most competitive colleges as teachers in the lowest-performing schools in the...
Using data from North Carolina and Florida, this paper examines whether teachers in high-poverty schools are as effective as teachers in schools...Designing and Analyzing Studies that Randomize Schools To Estimate Intervention Effects on Student Academic Outcomes Without Classroom-Level Information
This paper provides practical guidance for researchers who are designing and analyzing studies that randomize schools — which comprise three...
Redistributing highly effective teachers from low- to high-need schools is an education policy tool that is at the center of several major current...
This study explores whether teacher performance trajectory over time differs by school poverty settings. Focusing on elementary school mathematics...
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