Allison Atteberry, Ph.D.
CU-Boulder School of Education +1 (434) 218-3218
249 UCB allison.atteberr[email protected]u
Boulder, CO 80309 www.colorado.edu/education/allison-atteberry
AREAS OF SPECIALIZATION
teacher labor markets, education policy analysis, summer learning loss, production of
social inequality, quantitative methods, causal inference
EDUCATIONAL BACKGROUND
June 2011 Stanford University, Ph.D. in Policy Analysis, School of Education
Dissertation: Validity of Value-Added Estimation: Investigations into Meaning and
Measure. Committee: Sean Reardon (chair), Anthony Bryk, Susanna Loeb
Graduate Minor, Department of Statistics (June 2010)
June 2005 University of Chicago, B.A., Sociology
PROFESSIONAL EXPERIENCE
Aug 2014- Assistant Professor of Education (CU-Boulder School of Education)
2011- 14 Postdoctoral Fellow (University of Virginia Curry School of Education)
Research Assistant Professor (University of Virginia Curry School of Education)
2005- 11 Research Assistant (Institute for Research on Educational Policy & Practice, Stanford)
2004 Interim Executive Assistant to Grover Whitehurst, director. (IES, U.S. Dept. of Education)
RESEARCH GRANTS
July 2019 Atteberry, A. (equal w/ PI Engel, M.). “Mind the Gap: Partnering to Narrow Denver’s
Achievement Gaps by Retaining Top Teachers.” Institute of Education Sciences “RPP in
Education Research,” grant with Denver Public School District (Almy, S., Scheppe, T.)
Amount: $400,000 End Date: June 2021
June 2019 Atteberry, A. (equal w/ PI Engel, M.). “Partnering to Improve: The Denver Public Schools
and CU-Boulder Teacher Workforce Collaborative.” William T. Grant Foundation’s
Institutional Challenge Grant, w/ Denver Public School District (Almy, S., Scheppe, T.)
Amount: $649,997 End Date: May 2022
June 2019 Atteberry, A. (PI). “Formation of a Long-Term RPP with Denver Public School District.”
CU-Boulder Research & Innovation Seed Grant Program. Co-PI: Engel, M. (equal author).
Amount: $49,460 End Date: Dec 2020
Aug 2018 Atteberry, A. (PI). “A Stronger Foundation, a Different Trajectory? Long-Term
Experimental Evidence on Causal Effect of Full-Day Preschool.” Laura and John Arnold
Foundation. Co-PIs: Bassok, D., & Wong, V.
Amount awarded: $494,345 End Date: June 2023
Jun 2018 Atteberry, A. (PI). “Places of Promise: Learning from Exceptional Districts with
Significant Gap Closure.” Russell Sage Foundation. Co-PIs: Bischoff, Kendra. Owens, Ann.
Amount awarded: $149,955 End Date: Aug 2020
A. Atteberry CV
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…RESEARCH GRANTS (CONT’D)
Jun 2018 Atteberry, A. (co-PI). “Evaluating the Effects of Full- vs. Half-Day Pre-Kindergarten in
Pomona Unified School District.” W. M. Keck Foundation. PI: Wong, V. Markowitz, A.
Amount: $380,000 total [$69,000 for CU Subaward] End Date: Dec 2019
June 2017 Atteberry, A. (PI). “More at Four? Experimental Evidence on Medium-Term Impacts of
Full-Day Preschool.” Smith Richardson Foundation. Co-PI’s: Bassok, D., Wong, V.
Amount awarded: $238,952. End Date: June 2019
May 2018 Atteberry, A. (PI). “Partnering to Improve Denver Public Schools’ Talent Management
Team: The SoE-DPS Teacher Workforce Collaborative”. 2018-19 School of Education
Place-Based Partnership Seed Grant. Co-PI: Engel, Mimi.
Amount awarded: $20,000. End Date: May 2019
Apr 2018 Atteberry, A. (PI). Undergraduate Research Opportunity Program (UROP) Team Grant.
Amount awarded: $3,000. End Date: Aug 2018
Nov 2016 Atteberry, A. Women Investing in the School of Education Grant. “REM Speaker Series:
Women in the Male-Dominated World of Quantitative Educational Research”
Amount awarded: $6,070. End Date: May 2019
Aug 2016 Atteberry, A. (PI). Gary Community Investments, Walton Family Foundation. “Causal
Effects of Full- vs. Half-Day Pre-K: An RCT.” Co-PIs: Bassok, D., & Wong, V.
Amount awarded: $200,000. End Date: July 2018
Oct 2015 Atteberry, A. (PI). Undergraduate Research Opportunity Program (UROP) Team Grant:
Mentor undergraduate students in education research activities.
Amount awarded: $3,000. End Date: May 2016
Oct 2014 Atteberry, A. (PI). Smith Richardson Foundation. “School's Out: How Summer Time
Contributes to Student Achievement Gaps.” Collaborators: McEachin, A. (Co-PI).
Amount awarded: $180,300. End Date: Dec 2017
Nov 2014 Atteberry, A. (PI). Women Investing in the School of Education (WISE) Grant. “Clickers
for Quant Courses: Providing Avenues for Access to All Kinds of Learners.”
Amount awarded: $1,760. End Date: May 2015
Jan 2014 Atteberry, A. (Co-PI). Spencer Foundation Small Grant. “An Endless Summer: The Impact
of Summer Setback on School Accountability.” Collaborators: McEachin, A. (PI).
Amount awarded: $49,283. End Date: May 2015
FELLOWSHIPS AND AWARDS
2017-18 Atteberry, A. National Academic of Education/Spencer Postdoctoral Fellowship
.
AERA-Open 2018 Outstanding Reviewer Award. Conferred at AERA, April 2019.
AERJ 2016 Outstanding Reviewer Award. Conferred at AERA, April 2017.
Oct 2013 Emerging Education Policy Scholars Fellowship 2013-14, Thomas B. Fordham Institute
2011-13 Institute of Education Sciences Postdoctoral Training Fellowship on Quantitative
Research in Educational Policy, Curry School of Education. Status: Awarded August 2011.
A. Atteberry CV
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PEER-REVIEWED JOURNAL ARTICLES
1
Atteberry, A., LaCour, S.* (in press). “Testing the Denver ProComp Theory of Action: Evidence on
Intended Mechanisms for Shaping the Teacher Workforce and Student Outcomes.” Teachers College
Record, Vol. 123(5) [IF:
2
1.13; AR: <10%]
Atteberry, A., Mangan, D.* (in press). “The Sensitivity of Teacher Value Added Scores to the Use of
Fall or Spring Tests.” Educational Researcher, [IF: 3.38, AR: <10%]
Atteberry, A., Bassok, D. Wong, V. (2019). “
The Effects of Full-day Pre-kindergarten: Experimental
Evidence of Impacts on Children’s School Readiness.” Educational Evaluation & Policy Analysis, Vol.
41(4): pp. 537-562. [IF: 2.25, AR: <10%]
Atteberry, A., LaCour, S.*, Burris, C., Welner, K., Murphy, J. (2019). “Opening the Gates: Detracking
and the International Baccalaureate.” Teachers College Record, Vol 121 [IF: 1.13; AR: <10%]
Atteberry, A., Loeb, S. L., Wyckoff, J. (2017). “Teacher Churning Within Schools: Impacts on Student
Achievement.” Educational Evaluation & Policy Analysis, 3(1): 3-30. [IF: 2.25, AR: <10%]
McEachin, A., Atteberry, A. (2017). “The Impact of Summer Learning Loss on Measures of School
Performance.” Education Finance and Policy, 12(4): 447-67.
[IF: 1.31, AR: 26%]
Atteberry, A., Loeb, S., Wyckoff, J. (2015). “Do First Impressions Matter? Improvement in Early
Career Teacher Effectiveness.” AERA Open Access Journal: 1(4): October. Article Honor: Top Ten Most
Read AERA-Open Articles of 2015. [IF: N/A, AR: 23%]
Kibler, A., Atteberry, A., Hardigree, C., & Salerno, S. (2015). Languages across Borders: Social
Network Development in an Adolescent Language Program. Teachers College Record, 117(8): 1-48.
[IF: 1.13, AR: <10%]
Atteberry, A., and Bryk, A. S. (2011). Analyzing Teacher Participation in Literacy Coaching Activities.
Elementary School Journal, 12(2): 356-82. [IF: 1.39, AR: 10%]
Reardon, S. F., Arshan, N., Atteberry, A., and Kurlaender, M. (2010). Effects of Failing a High School
Exit Exam on Course-Taking, Achievement, Persistence, and Graduation. Educational Evaluation and
Policy Analysis, 32(4): 435- 523. [IF: 2.25, AR: <10%]
INVITED CHAPTERS IN EDITED VOLUMES
Atteberry, A., McEachin, A. (2016). “School’s Out: Summer Learning Loss across Grade Levels and
School Contexts in the United States Today.” In Alexander, K. Pitcock, S., & Boulay, M (eds.)
Summer
Slide: What We Know and Can Do About Summer Learning Loss. New York, NY: Teachers College Press.
McEachin, A., & Atteberry, A. (2016). “An Endless Summer: The Role of Summer Learning Loss in
School Accountability policies.” In Gottfried, M., & Conchas, G. (eds.),
When School Policies Backfire,
and What We Can Learn. Cambridge, MA: Harvard Education Press.
Atteberry, A., and Bryk, A. S. (2010). Analyzing the Role of Social Networks in School-Based
Professional Development Initiatives. In A. J. Daly (Ed.),
Social Network Theory and Educational
Change. Cambridge, MA: Harvard Press.
1
First authorship indicates primary responsibility conceptualization, analysis and writing.
An asterisk (*) indicates that the co-author is a doctoral student.
2
IF = “Impact Factor”. AR = “Acceptance Rate”.
A. Atteberry CV
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MANUSCRIPTS IN PROCESS AT PEER-REVIEWED JOURNALS
Atteberry, A., McEachin, A. (Revised and Resubmitted). “School's Out: The Role of Summers in
Understanding Achievement Disparities.”
Atteberry, A., McEachin, A. (Revised and Resubmitted). “Not Where You Start, But How Much You
Grow: An Addendum to the Coleman Report”
Atteberry, A., Wedow, R.,* Cook, N.J.,* & McEachin, A. (Under Review). “Lost in transition: Quasi-
experimental approaches to estimating the impact of structural school transitions”
Atteberry, A., LaCour, S.* (Under Review). “Making a Tough Choice: Teacher Target-Setting and
Student Achievement in a Teacher Performance System using Student Learning Objectives.”
Dudley, S.*, Atteberry, A. Hoover, J., Soltero-Gonzalez, L.A., (Under Review). “Response to
Intervention for English Learners (ELs): Exploring the Impact of a Culturally and Linguistically
Responsive Literacy Approach.”
Meyer, L., Zabala, C., Atteberry, A. (in preparation). “Factors associated with educators’ confidence
in intervening in gendered harassment: The case for clear leadership and district supports"
TECHNICAL REPORTS
Atteberry, A., Wyckoff, J. (Technical Report). “Five-Year Impacts of a Teacher Incentive Fund Grant
in Henrico County, Virginia on Student Achievement and Teacher Mobility: A Comparative
Interrupted Time Series Analysis.” Note: Published Technical Report Completed in February 2016.
Atteberry, A., Briggs, D., LaCour, S.* (Technical Report, September 2015). “Year 2 Denver ProComp
Evaluation Report: Teacher Retention and Variability in Bonus Pay, 2001-02 through 2013-14.”
Available as CADRE Working Paper:
https://www.colorado.edu/cadre/denver-professional-
compensation-procomp-evaluation
PEER-REVIEWED CONFERENCE PAPERS SINCE 2010
3
2019 Atteberry, A., McEachin. “The Ups and Downs: The Outsized Role of Summers in Eighth
Grade Achievement Disparities across the U.S.” Session: Summer Learning, Some Are Not:
New Insights for an Old Question. Association for Public Policy Analysis and Management
(APPAM) Fall Conference. Denver, CO.
Atteberry, A., Nguyen, T., Bassok, D., & Wong, V. “Experimental Impacts of Full-Day Pre-
Kindergarten on Families." Session: Issues in Early Childhood: Experimental Evidence on the
Educational Effects of Intervening Early. Denver, CO. [Note: Paper in progress]
Atteberry, A., Bassok, D., & Wong, V. “Effects of Full-Day Pre-Kindergarten.” Session 2B.
Invited Symposium: Understanding Effects of Early Childhood Education. Society for Research
on Educational Effectiveness (SREE) Spring Conference. Washington, DC. (also APPAM 2018,
Session #10668)
3
Unless otherwise noted, all conference presentations had an accompanying conference paper, and that paper ultimately
became the first draft of one of the publications or working papers listed above.
A. Atteberry CV
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…PEER-REVIEWED CONFERENCE PAPERS SINCE 2011 (CONT’D)
…2019 Denker, H.*, Atteberry, A., Bassok, D., Engel, M. “Comparing Academic Time Use across
Second and Third Grades.” Session 10.10: Pedagogical Choices and Early Academic
Performance. Association for Education Finance and Policy (AEFP). Kansas City, MO. [Note:
working paper]
Atteberry, A., McEachin, A. “Do Schools Shape Learning Rates but Not Levels? A
Reconsideration of the Coleman Report Basic Assertion.” Poster Session I. Association for
Education Finance and Policy (AEFP). Kansas City, MO.
Atteberry, A., Mangan, D.* “Which Teacher, Which Summer, What VAM Score: The Role of
Test Timing in Teacher Value-Added”. Session: Accountability for Schools and Teachers
Division L, Section 5. American Educational Research Association Conference (AERA). Toronto,
Canada. (also SREE 2012, Session 2C)
2018 Atteberry, A., “Nationwide Changes in State Teacher Evaluation Policies: Links to Teacher
Attitudes, Teacher Retention Rates, and Student Achievement Trends.” Fellows Forum II.
NAEd/Spencer Fall Fellows Retreat, Washington, DC.
2017 Atteberry, A., Bassok, D., & Wong, V. “Full- vs. Half- Day Pre-K: Results from Year 1 of a
Longitudinal, Multi-Cohort Randomized Control Trial.” Session #8808: It’s About Time:
Evidence on Time Use and its Effects in Early Childhood Educational Contexts." Association
for Public Policy Analysis and Management (APPAM) Conference. Chicago, IL. [Note: paper in
progress]
Atteberry, A., Briggs, D., & LaCour, S.* “Testing the Theory of Action: Evidence on Seven
Intended Mechanisms for the Success of Denver's ProComp System.” Session 1D: Teachers
Matter: Improving Instructional Techniques in the U.S. and India. Society for Research on
Educational Effectiveness (SREE) Spring Conference. Washington, DC. (also AERA 2016).
Atteberry, A., McEachin, A. “Are We Underestimating Summer Learning Loss? Exploring the
Necessity of School Calendar Adjustments.” Division D Roundtable Session: Issues in
Assessment. American Educational Research Association Conference (AERA). San Antonio, TX.
[Note: presentation only]
2015 McEachin, A., Atteberry, A. “The Impact of Summer Learning Loss on Measures of School
Performance.” Session 73.047: The Not-So-Lazy Days of Summer: Interventions to Improve
Achievement & Attainment. American Educational Research Association (AERA). Chicago, IL.
Atteberry, A., McEachin, A. (also AEFP 2013, Session 5.03)
Atteberry, A., McEachin, A. “School's Out: The Role of Summers in Understanding
Achievement Disparities.” Session 3E, Invited Symposium: Longitudinal Effects through the
Youth Life Course: Exploring the Effects of Classroom and Neighborhood Poverty and
Summer Learning Loss. Society for Research on Educational Effectiveness (SREE) in
Washington, DC. (also WEAI 2015)
Atteberry, A., McEachin, A. “Lost in Transition: The Impact of Middle School Transition on
Student Learning Trajectories.” Session 7.02: Curing the Summertime Blues: Policies and
Interventions to Mitigate Summer Melt. Association for Education Finance and Policy (AEFP)
in Washington, DC (also SREE in Washington, DC).
A. Atteberry CV
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…PEER-REVIEWED CONFERENCE PAPERS SINCE 2010 (CONT’D)
2014 Atteberry, A., Wyckoff, J., Smith, A. “Teacher Incentive Fund Impacts on Teacher Retention.”
Association for Public Policy Analysis & Management Fall Conference. Albuquerque, NM. (also
AEFP 2014) [technical report]
2013 Atteberry, A., Loeb, S. L., Wyckoff, J. “Teacher Attrition from High Stakes Testing: Strategic
Behavior or the Normal Chaos?” Session: Teacher Attrition and Access to Effective Teaching.
Association for Public Policy Analysis & Management (APPAM) Fall Conference. Washington DC.
(also at AEFP 2013, Session 6.02)
Atteberry, A., Loeb, S. L., Wyckoff, J. “Do First Impressions Matter? Improvement in Early
Career Teacher Effectiveness.” Panel III: New Research on Training, Growing and Evaluating
Teachers. Center for Analysis of Longitudinal Data in Education Research (CALDER)
Conference. Washington, DC. (also APPAM 2012)
2012 Atteberry, A. “Corroborating Value-Added Estimation against Expert, In-Class Assessment of
Teacher Quality.” Annual Educational Research Association (AERA). Session: Measuring
Growth: Challenges, Possibilities and Political. Vancouver BC. (also SREE 2011, Session:
Understanding Value-Added Measures) [Note: working paper]
2010 Atteberry, A. “The Effects of Literacy Coaching on School Professional Networks.” Annual
Educational Research Association (AERA) Conference. Session: The Effects of K-2 Literacy
Coaching in Literacy Collaborative. Denver CO.
Biancarosa, G., Bryk, A. S., Atteberry, A., & Hough, H. J. “Coaching in LC and its Effects on
Teachers and Students.” Society for Research on Educational Effectiveness (SREE) Spring
Conference. Symposium: The Impact of Coaching on Teacher and Student Literacy Outcomes:
Results from 3 IES Funded Studies. Washington, DC.
INVITED PRESENTATIONS
2020 Harvard University (Feb): “The Effects of Full-Day Prekindergarten: Experimental Evidence
of Impacts on Children and their Families.”
2018 University of Virginia (Mar): “How Do Preschool Teachers Use Extended Time in Full-day Pre-
K Classes?”
Stanford University (Feb): “What are the Causal Effects of Full- vs. Half-Day Preschool in
Westminster Public Schools”
University of Texas (Jan): “Testing the Theory of Action: Evidence on Seven Intended
Mechanisms for the Success of Denver's ProComp System.”
2014 University of Arkansas (Mar): “The Incredible Instability of Teacher Assignments within
Schools: Exploring Patterns and Impacts.” (also Univ. of Toronto, Univ. of Washington).
2013 University of Washington: “The Developmental Trajectories of Teachers: Empirical Evidence
& Policy Perspectives.”
2011 University of California, Davis: “Understanding the Instability in Teachers’ Value-Added
Measures over Time.” (also University of Michigan)
A. Atteberry CV
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TEACHING
4
Spr 2015*, EDUC 8240: Quantitative Methods in Educational Research II (Required Doctoral Core)
’16, ’17, ‘20 Overall Instructor Evaluation: 5.6 (of 6) in 2015; 5.6 in 2016; 5.5 in 2017; TBD in 2020
Fall 2015*, EDUC 7326: Quasi-Experimental Design for Causal Inference in Social Sciences
2017, 2019 Overall Instructor Evaluation: 5.4 (of 6) in 2015; 5.5 in 2015; 5.8 in 2019
Fall 2014*, EDUC 7456: Multilevel Modeling.
2016, 2018 Overall Instructor Evaluation: 5.3 (of 6) in 2014; 5.5 in 2016; 5.0 in 2018.
Summer 3-Day Workshops: Introduction to Grant-Writing (University of Virginia)
2020 [Note: Postponed to late summer due to COVID travel conditions]
Summers 3-Day Workshops: Introduction to Hierarchical Linear Models (University of Virginia)
2012, 2013 Three-day course introducing users to HLM: 2- and 3-level models and advanced topics
2016 Overall Instructor Evaluation: 4.7 of 5 in 2012, 4.77 of 5 in 2013, 4.8 of 5 in 2016
Apr 2012 Causal Inference with Quasi-Experimental Designs: Professional Development Course:
AERA 2012, Vancouver BC. Instructors: Atteberry, A., Robinson-Cimpian, J.
Topics: Instrumental variables, matching techniques, regression discontinuity.
Spr 2010 Applied Quasi-Experimental Research in Education (Instructor: Reardon)
Role: Teaching Assistant, Stanford University (Evaluation: Overall 4.77 out of 5)
Win 2010, Causal Inference in Quantitative Education & Social Science Research (Reardon)
Spr 2009 Role: Teaching Assistant, Stanford University (Evaluation: Overall 4.47 & 4.73 out of 5)
Fall 2008 Introduction to the Educational Statistics, Graduate Level (Loeb)
Role: Teaching Assistant, Stanford University (Evaluation: Overall 4.65 out of 5)
Win 2008 Statistical Analysis in Educational Research, Graduate Level (Reardon)
Role: Teaching Assistant, Stanford University (Evaluation: Overall 4.77 out of 5)
ADVISING
PhD Thesis 1. Allison, Katherine (co-chair, complete) 2. Dudley, Spencer (prospectus phase)
Chair 3. LaCour, Sarah (prospectus phase) 4. Denker, Hannah
5. Mangan, Dan 6. Doughty, Michelle (secondary)
7. Mork, Kaitlin (secondary) 8. Shaw-Attaway, Danielle (secondary)
PhD Thesis 1. Alzen, Jessica 2. Humphrey, Jamie
Committee 3. Michaelson, Laura 4. Milbourn, Tamara
Member 5. Morgan, Allie 6. Ohle, Sarah
7. Szlendak, Zachary 8. Schneider, Rebecca
9. Top, Laken
4
Asterisk (*) indicates new course development.
A. Atteberry CV
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…ADVISING (CONT’D)
Comp Exam 1. Bloodworth, Aryn (chair) 2. Dudley, Spencer (chair)
Committees 3. Mangan, Dan (chair) 4. Bush, Jeffrey
5. Chattergoon, Rajendra 6. Landy, Lauren
7. Mahr, Borbala 8. Mork, Kaitlin
9. Saldaña, Chris 10. Turner, Michael
UROP Mentor for CU’s Undergraduate Research Opportunities Program
2 grants, 6 undergraduates total: Cooley, Sara; Deandra, Elena; Jayne, Raven; Le, Ngan;
Martella, Amedee; Proulx, Elaine
Research Hannagan, Anthony (2019- ). TWC Project, Full-time Data Analyst & Liaison
Associates Hodson, Keith (2018-19). WPS Project, Full-time Data Analyst & Liaison
SCHOOL OF EDUCATION SERVICE
Committees Salary Committee, 2-year appointment (2020-)
6 Faculty External Search Committees
Member of Miramontes Scholarship Selection Committee in 2014-15
Other Established a School of Education “Women in Quantitative Research” Speaker Series
UNIVERSITY AND LOCAL SERVICE
CU Fellow, Institute of Behavioral Science
Affiliations Faculty Affiliate, Renée Crown Wellness Institute
Service Created CU-Boulder “Quantitative Methods in Behavioral Sciences” Graduate Certificate
Advisor to Denver Public Schools (DPS) ProComp 3.0 Policy Visioning Task Force
Presenter, Boulder-Community Panel on “Opting Out” of Standardized Testing
Presenter, CU-Boulder’s Community Outreach EdTalks Series
Author of White Papers on Research Designs for Colorado Department of Education
NATIONAL SERVICE
Affiliations American Education Research Association (AERA), American Education Finance and
Policy (AEFP); Association for Public Policy Analysis & Management (APPAM), Society
for Research on Educational Effectiveness (SREE)
EEPA Journal Editorial Board Member. Appointment: Jan 1, 2020 - current
AERA-Open Journal Editorial Board Member. Appointment: Jan 1, 2017 - current
APPAM 2020 Conference Program Committee Member
APPAM 2019 Mentor for: Conference Education Program Section
AERA 2017, 2016 Mentor for: Division D Graduate Student Mentoring Session at AERA
AERA Conference Submission Reviewer, Division L (2013, 2017)
SREE Conference Submission Reviewer (2013, 2014, 2016, 2018)
A. Atteberry CV
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…NATIONAL SERVICE (CONT’D)
Ad Hoc Educational Evaluation & Policy Analysis (EEPA); Journal of Research on Educational
Reviewer Effectiveness (JREE); Journal of Policy Analysis and Management (JPAM); Education
Finance and Policy (EFP); Sociology of Education (SOE); Review of Educational
Research (RER); American Educational Research Journal (AERJ-SIA and THLD);
Educational Assessment Journal (EAJ); Educational Researcher (ER); Educational
Measurement; Educational Administration Quarterly (EAQ); Economics of Education
Review (EER); Educational Measurement: Issues and Practice; AERA-Open; Journal of
Educational Change; Teachers College Record (TCR); Journal of Public Economics (JEP)
RECENT MEDIA
“Can Full-Day Pre-K Improve Kindergarten Readiness?” Podcast with CPRE Knowledge Hub,
Research Minutes. University of Pennsylvania Graduate School of Education. October 2019.
“How Do You Get Academia to Value Education Research-Practitioner Partnerships? Make a Tenure
Track”. Ed Week. S. Sparks (reporter), April 2019.
“High Poverty, Challenged School Incentives Are Part Of Gap Between DPS And Teachers”. Colorado
Public Radio. J. Brundin (reporter), Feb 2019.
“Denver Teachers to Strike Over Merit-Pay System”. Ed Week. M. Will (reporter), Feb 2019.
“How a Once-Promising Merit Pay System Led Denver Teachers to the Brink of a Strike”. Chalkbeat.
M. Asmar (reporter), Feb 2019.
“For a Struggling Colorado School District, Full-day Preschool — and the Unusual Way it’s Paid for
— Shows Promise”. Chalkbeat. A. Schimke (reporter), Sep 2017.
“One Colorado School District’s Closely Watched Experiment in Financing Full-Day Preschool.”
Chalkbeat. A. Schimke (reporter), Sep 2016.
“Churn Among Teachers Seen to Affect Learning”. Ed Week. S. Sawchuck (reporter), Aug 2016.
“What Happens to Student Learning When Teachers Change Positions in Schools?” Education
Week. S. Sawchuk (reporter), Aug 2016.
“Can We Predict Who Will Be a Great Teacher? An Interview with Allison Atteberry.” Bellwether
Education Partners. C. Aldeman (reporter), Jan 2016.
“Best and Worst Teachers Can Be Flagged Early, Says Study.” Ed Week. S. Sparks (rep), Mar 2013.
