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NEW EdWorkingPapers
Human-, GRM-, and LLM-Generated School-Improvement Leadership Scores from Missouri: Structural Bias and Concurrent and Predictive Validity
Head or assistant principal evaluation systems are widely deployed but rarely examined for validity, and AI scoring tools have entered K–12 workflows ahead of the evidence. We examine human supervisor ratings, Graded Response Model (GRM) rescaling, and large language model (LLM) scoring of 1,385 yearly leader-authored, standards-based, retrospective accounts of school improvement efforts and… more →
A National Measure of School District Partisanship for the 2016 to 2024 Presidential Elections
Scholars increasingly interested in the governance of local school districts, which invites curiosity about the partisanship of their voting constituencies. Presently, researchers have to translate precinct-level or county-level votes to school district geographies using imprecise imputation strategies as the geographies are not coterminous. We review the recent methods researchers use to… more →
Early Evidence on Employer Responses to College Student Use of Generative AI
We conduct a survey experiment on professionals with hiring experience to investigate how employers respond to students' use of generative AI in higher education. Prior to respondents reviewing two resumes, they were randomized into a control group or one of two treatment groups. One treatment involved framing AI use as assisting students while the other involved framing AI use as substituting… more →
Why Does Education Policy so Frequently Disappoint? Lessons from Teacher Evaluation
Decades of K–12 education reform — much of it focused on teaching — have produced a persistent paradox: policies grounded in strong evidence disappoint when scaled, even as some implementations achieve striking success. Teacher evaluation is the clearest case. Cincinnati, Dallas, Chicago, and Washington, DC produced meaningful achievement gains, while forty-four state systems, Houston, and a… more →
Staffing, Retention, and Expenditures in the Four-Day School Week
School districts across the United States are increasingly adopting the four-day school week, often in the hope of addressing teacher staffing challenges. We examine the effects of the four-day week on non-teacher staffing and recruitment, and schoolwide expenditures in Missouri, where three in ten districts currently use it. Using a difference-in-differences design to identify the causal… more →
The Effects of Course-Integrated AI Tutoring on Student Performance and Engagement: A Randomized University Trial
We evaluate access to a course-integrated generative AI (GenAI) tutor in a randomized controlled trial involving 2,379 undergraduate students and 30 instructors across multiple disciplines in a large U.S. public university. Among sections of the same course, tutor access reduced final grades by 0.37 standard deviations and learning management system participation by 0.90 standard deviations.… more →
Policy and Practice Series
EdTalks
Centering Teachers in the AI Era
What happens when teachers are treated as professional decision-makers, not just end users of AI tools?
Watch the conversation about the future of the teaching profession in an AI-enabled education system, grounded in two recent EdWorkingPapers.