Research & Evaluation Methodology
School of Education, Room 213
University of Colorado Boulder
Boulder, CO 80309
Allison Atteberry is an Assistant Professor of in the Research and Evaluation Methodology program at the University of Colorado Boulder’s School of Education. She recently completed a two-year IES Postdoctoral Fellowship at the Center of Education Policy and Workforce Competitiveness at the University of Virginia. In 2011, she completed her doctorate at the Stanford School of Education in Policy Analysis, which focused on policy and program evaluation using a causal methods framework. While at Stanford, she also completed a graduate minor in the Statistics Department. Her academic interests center on policies and interventions that are intended to help provide effective teachers to the students who need them most. This has led to a focus on the identification, selection, development, and retention of teachers who have positive impacts on student achievement. Specific topics include the development of measures of teacher and school effectiveness, teacher preparation, high quality professional development, mentoring and peer collaboration, efforts to use measures of effectiveness formatively to improve practice, policies that target district responses to teachers and schools based on measures of effectiveness, and incentives for the strongest teachers to work with the most disadvantaged populations. In terms of quantitative methods, Dr. Atteberry has expertise in both econometric and statistical approaches to education policy analysis. She has experience with the estimation of education production functions in the context of value-added modeling, as well as experience both applying and teaching instrumental variables, regression discontinuity, propensity score matching, fixed effects, and difference-in-differences causal models. In addition, Dr. Atteberry often utilizes a hierarchical linear modeling (or random effects) approach. Having both sets of skills allows Dr. Atteberry to work across disciplinary domains that have historically been quite separate.
PhD Policy Analysis, School of Education, Stanford University, 2011
Graduate Minor, Department of Statistics, Stanford University, 2010
BA Sociology; BA Political Science, University of Chicago, 2005
Selected Current Projects
Returns to Teacher Experience in Early Career Years (co-authors Susanna Loeb, James Wyckoff). We estimate and model variance in early career growth trajectories for K-12 public school teachers in NYC.
The Misattribution of Summers in Teacher Value-Added. This paper looks at the impact of using spring-to-spring annual test scores for value-added as compared to fall-to-spring data.
Teacher Incentive Fund Evaluations in two Districts. We are following the implementation and impacts of two different TIF programs in two Virginia districts, each which provides financial incentives for teachers and/or schools for improved test scores (value-added).
The Role of Summers in Achievement Disparities. We use a unique dataset with longitudinal records across K-12 for over half a million students to examine when during school-age years achievement gaps widen the most—during summers or between the first and last day of the school year.
Recent Completed Projects
The role of school professional network characteristics in intervention diffusion.
The impacts of high school exit exams policy and exam failure in California districts.
Evidence on changes to high school students' social networks during a cross-language intervention program.
IES-Funded evaluation of a K-2 coach-based literacy intervention.
Atteberry's dissertation, entitled Validity of Value-Added Estimation: Investigations into Meaning and Measure, focused on estimation of causal effects of teachers and schools and implications for accountability systems (Dissertation Committee: Tony Bryk, Susanna Loeb, Sean Reardon). Current versions of the three chapters are under review.
- C&I: Humanities Education
- C&I: Literacy Studies
- C&I: Math & Science Education
- C&I: Research on Teaching & Teacher Education
- EECD: Educational Equity & Cultural Diversity
- EFPP: Educational Foundations, Policy & Practice
- LSHD: Learning Sciences & Human Development
- REM: Research & Evaluation Methodology
- MA + Licensure
- Partners in Education (PIE)