Brian A. Jacob

    Author Bio:
    Brian Jacob is the Walter H. Annenberg Professor of Education Policy, Professor of Economics, and Director of the Center on Local, State and Urban Policy (CLOSUP) at the Gerald R. Ford School of Public Policy. He is also a Faculty Research Fellow at the National Bureau of Economic Research and an Executive Committee Member of the National Poverty Center. He has previously served as a policy analyst in the NYC Mayor's Office and taught middle school in East Harlem. His primary fields of interest are labor economics, program evaluation, and the economics of education. His current research focuses on urban school reform and teacher labor markets. In recent work, he has examined school choice, education accountability programs, housing vouchers, and teacher labor markets.


Principled Principals

New evidence from Chicago shows they fire the least effective teachers

Fall 2011 / Vol. 11, No. 4

Evaluating NCLB

Accountability has produced substantial gains in math skills but not in reading

Summer 2010 / Vol. 10, No. 3

In Low-Income Schools, Parents Want Teachers Who Teach

In affluent schools, other things matter

Summer 2007 / Vol. 7, No. 3

High Stakes in Chicago

Illustration by Noah Woods. As the first large urban school district to introduce a comprehensive accountability system, Chicago provides an exceptional case study of the effects of high-stakes testing-a reform strategy that will become omnipresent as the No Child Left Behind Act is implemented nationwide. One of the most serious criticisms of high-stakes testing is […]

Winter 2003 / Vol. 3, No. 1

To Catch a Cheat

The pressures of accountability may encourage school personnel to doctor the results from high-stakes tests. Here’s how to stop them.

Winter 2004 / Vol. 4, No. 1

When Principals Rate Teachers

The best—and the worst—stand out

Spring 2006 / Vol. 6, No. 2

Blog Posts/Multimedia

How the U.S. Department of Education Can Foster Education Reform in the Era of Trump and ESSA

By shining a spotlight on states with particularly low student performance, the department can bring attention to the struggles facing public education in these states.


The Wisdom of Mandatory Grade Retention

Mandatory grade retention is clearly popular, at least among many state legislators. But is it good policy?

Sponsored Results

The Hoover Institution at Stanford University - Ideas Defining a Free Society

Harvard Kennedy School Program on Educational Policy and Governance

Thomas Fordham Institute - Advancing Educational Excellence and Education Reform