John Papay is an Associate Professor of Education and Economics at Brown University. His research focuses on teacher policy, the economics of education, and teacher labor markets. He has published on teacher value-added models, teacher evaluation, high-stakes testing, teacher compensation, and program evaluation methodology. He has served as a Research Affiliate with the Project on the Next Generation of Teachers and a Doctoral Fellow at the Center for Education Policy Research at Harvard. A former high school history teacher, he earned his doctorate in Quantitative Policy Analysis from the Harvard Graduate School of Education.
|Donaldson, Morgaen L., Papay, John P. "An Idea Whose Time Had Come: Negotiating Teacher Evaluation Reform in New Haven, Connecticut." American Journal of Education, vol. 122, no. 1, 2015, pp. 39-70.|
|Kraft, M. A., Papay, J. P., Johnson, S. M., Charner-Laird, M., Ng, M., Reinhorn, S. "Educating Amid Uncertainty: The Organizational Supports Teachers Need to Serve Students in High-Poverty, Urban Schools." Educational Administration Quarterly, 2015.|
|Papay, J. P., Murnane, R. J., Willett, J. B. "Income-Based Inequality in Educational Outcomes: Learning From State Longitudinal Data Systems." Educational Evaluation and Policy Analysis, vol. 37, no. 1 Suppl, 2015, pp. 29S-52S.|
Papay, J.P., Murnane, R.J., & Willett, J.B.
"Inequality and Educational Attainment: Evidence from Massachusetts." Educational Evaluation and Policy Analysis, vol. 37, no. 1S, 2015, pp. 29-52.
|Papay, John P., Kraft, Matthew A. "Productivity Returns to Experience in the Teacher Labor Market: Methodological Challenges and New Evidence on Long-Term Career Improvement." Journal of Public Economics, 2015.|
|Papay, J. P., Murnane, R. J., Willett, J. B. "The Impact of Test Score Labels on Human-Capital Investment Decisions." Journal of Human Resources, vol. 51, no. 2, 2015, pp. 357-388.|
|Kraft, M. A., Papay, J. P. "Can Professional Environments in Schools Promote Teacher Development? Explaining Heterogeneity in Returns to Teaching Experience." Educational Evaluation and Policy Analysis, vol. 36, no. 4, 2014, pp. 476-500.|
|Papay, John P., Murnane, Richard J., Willett, John B. "High-School Exit Examinations and the Schooling Decisions of Teenagers: Evidence From Regression-Discontinuity Approaches." Journal of Research on Educational Effectiveness, vol. 7, no. 1, 2014, pp. 1-27.|
|Johnson SM, Reinhorn SK, Charner-Laird M, Kraft MA, Ng M, Papay JP. "Ready to Lead, But How? Teachers' Experiences in High-poverty Urban Schools." Teachers College record (1970), vol. 116, no. 10, 2014.|
Donaldson, M.L. & Papay, J.P.
"Teacher Evaluation Reform: Policy Lessons for School Principals." NASSP Principal's Research Review, vol. 9, no. 5, 2014, pp. 1-8.
|Papay, J. P., West, M. R., Fullerton, J. B., Kane, T. J. "Does an Urban Teacher Residency Increase Student Achievement? Early Evidence From Boston." Educational Evaluation and Policy Analysis, vol. 34, no. 4, 2012, pp. 413-434.|
Johnson, S.M., Kraft, M.A., & Papay, J.P.
"How Context Matters in High-Need Schools: The Effects of Teachers’ Working Conditions on Their Professional Satisfaction and Their Students’ Achievement." Teachers College Record, vol. 114, no. 10, 2012, pp. 1-39.
|Papay, John. "Refocusing the Debate: Assessing the Purposes and Tools of Teacher Evaluation." Harvard Educational Review, vol. 82, no. 1, 2012, pp. 123-141.|
|Papay, John, West, Martin, Fullerton, Jon, Kane, Thomas. "Does Practice-Based Teacher Preparation Increase Student Achievement? Early Evidence from the Boston Teacher Residency." , 2011.|
|Papay, John P., Willett, John B., Murnane, Richard J. "Extending the regression-discontinuity approach to multiple assignment variables." Journal of Econometrics, vol. 161, no. 2, 2011, pp. 203-207.|
|Papay, John, Willett, John, Murnane, Richard. "High-School Exit Examinations and the Schooling Decisions of Teenagers: A Multi-Dimensional Regression-Discontinuity Analysis." , 2011.|
|Papay, J.P., Murnane, R. J., Willett, J. B. "How Performance Information Affects Human-Capital Investment Decisions: The Impact of Test-Score Labels on Educational Outcomes." , 2011.|
|Papay, J. P., Johnson, S. M. "Is PAR a Good Investment? Understanding the Costs and Benefits of Teacher Peer Assistance and Review Programs." Educational Policy, vol. 26, no. 5, 2011, pp. 696-729.|
|Papay, J. P. "Different Tests, Different Answers: The Stability of Teacher Value-Added Estimates Across Outcome Measures." American Educational Research Journal, vol. 48, no. 1, 2010, pp. 163-193.|
Johnson, S.M., & Papay, J.P.
"Expecting Too Much of Performance Pay?." School Administrator, vol. 67, no. 3, 2010, pp. 22-27.
Johnson, S.M., & Papay, J.P.
"Merit Pay for a New Generation." Educational Leadership, vol. 67, no. 8, 2010, pp. 48-52.
|Murnane, Richard J, Papay, John P. "Teachers' Views on No Child Left Behind: Support for the Principles, Concerns about the Practices." Journal of Economic Perspectives, vol. 24, no. 3, 2010, pp. 151-166.|
|Papay, J. P., Murnane, R. J., Willett, J. B. "The Consequences of High School Exit Examinations for Low-Performing Urban Students: Evidence From Massachusetts." Educational Evaluation and Policy Analysis, vol. 32, no. 1, 2010, pp. 5-23.|
|Johnson, Susan Moore, Donaldson, Morgaen L., Munger, Mindy Sick, Papay, John P., Qazilbash, Emily K. "Leading the Local: Teachers Union Presidents Chart Their Own Course." Peabody Journal of Education, vol. 84, no. 3, 2009, pp. 374-393.|
Johnson, S.M., & Papay, J.P.
Redesigning Teacher Pay: A System for the Next Generation of Educators. Economic Policy Institute, 2009.
Boston Plan for Excellence, “BPE Teaching Academies Evaluation.” (Principal Investigator), 2015-2018. Award total: $250,000.
Bill and Melinda Gates Foundation, “Instructional Feedback to improve Teacher Quality.” (Principal Investigator, John Tyler Co-PI), 2013-2017. Award total: $473,573.
Harvard University Center for Education Policy Research, “Teacher Evaluation Diagnostic.” (Principal Investigator), 2015-2016. Award total: $35,815.
Harvard University Center for Education Policy Research, “Measuring the Effectiveness of Boston Teacher Residents.”(Principal Investigator), 2013-2014. Award total: $51,070.
National Center on Teacher Effectiveness, “What Promotes Teacher Development? Exploring the Sources of Teacher Career Growth.” (Co-PI with Matthew Kraft), 2011-12. Award total: $42,000.
AERA Palmer O. Johnson Award for outstanding article appearing in an AERA-sponsored publication (with Matthew Kraft), 2015
Dissertation Fellowship for Research Related to Education, Spencer Foundation, 2010-11
Commencement Marshal, Harvard Graduate School of Education, 2011 (elected by peers)
Qualifying paper passed with Distinction, Harvard Graduate School of Education, 2008
Dean’s Summer Fellowship, Harvard Graduate School of Education, 2007 and 2008
Presidential Fellowship, Harvard University, 2005-2009
|Kraft, Matthew||Associate Professor of Education|
|Tyler, John||Professor Emeritus of Education|
American Economic Association (AEA)
American Educational Research Association (AERA)
Association for Education Finance and Policy (AEFP)
Association for Public Policy and Management (APPAM)
Society for Research in Educational Effectiveness (SREE)
|EDUC 2320 - Quantitative Research Methods and Data Analysis|
|EDUC 2360 - Policy Analysis and Program Evaluation for Education|