Lacoe, J., & Steinberg, M. (In Press). Do suspensions affect student outcomes? Educational Evaluation and Policy Analysis.
Shores, K. & Steinberg, M. (2017). The impact of the Great Recession on student achievement: Evidence from population data. Available at SSRN: https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3026151
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.
Steinberg, M. & Lacoe, J. (2017). What do we know about school discipline reform? Assessing the alternatives to suspensions and expulsions. Education Next.
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.
Steinberg, M., Quinn, R., Kreisman, D., & Anglum, C. (2016). Heterogeneous district response to statewide school finance reform: Did Pennsylvania’s Act 61 increase education spending or provide tax relief? National Tax Journal.
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).
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).
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., Allensworth, E., & Johnson, D. (2011). Student and Teacher Safety in Chicago Public Schools: The Roles of Community Context and School Social Organization. Consortium on Chicago School Research.
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.
Burch, P., Steinberg, M., & Donovan, J. (2007). Supplemental Educational Services and NCLB: Policy Assumptions, Market Practices, Emerging Issues. Educational Evaluation and Policy Analysis, 29(2), 115-133.
Steinberg, M. (2006). Private educational services: Whom does the market leave behind? PolicyMatters, 4(1), 17–22.
Burch, P., Donovan, J., & Steinberg, M. (2006). The new landscape of educational privatization in the era of NCLB. Phi Delta Kappan, 88(2), 129–135.