Source

Matthew Chingos
Senior Fellow

P-12, Higher Ed

  • Academic performance
  • Academic standards
  • Access
  • Accountability
  • Achievement gap
  • ACT
  • Adaptive courseware
  • Adaptive learning
  • Assessment
  • Blended learning
  • Business of education
  • Calendars and scheduling
  • Career and technical education
  • Class size and structure
  • College graduation rates
  • College savings plans
  • Common Core
  • Common Core assessments
  • Community colleges
  • Completion by design
  • Costs
  • Data and statistics
  • District reform
  • Dropout rate
  • Early college
  • Economy and college
  • Education reform
  • Educational standards
  • Faculty
  • Federal policy
  • Finance and funding
  • Graduation rate
  • High schools
  • Leadership
  • Lenders
  • Low-income students
  • Measures of effective teaching
  • Minority students
  • Online learning
  • Pell Grant
  • Placement tests
  • Professional development
  • Public universities
  • Rankings
  • Research and methodology
  • SAT
  • School choice
  • School finance and spending
  • School reform
  • School vouchers
  • Standardized tests
  • State policy
  • Taxes
  • Teacher assessment
  • Teacher certification programs
  • Teacher compensation
  • Teacher development
  • Teacher effectiveness
  • Teacher performance pay
  • Teacher quality
  • Teacher recruitment and retention
  • Technology and college
  • Tenure
  • Textbooks
  • Value-added
  • Value of college

Matthew Chingos is a senior fellow at the Urban Institute, where he studies education-related topics at both the K-12 and postsecondary levels. Chingos’s areas of expertise include class-size reduction, standardized testing, teacher quality, student loan debt, and college graduation rates. His current research examines the effects of state policy on student achievement and whether better information on college quality affects where students choose to enroll. Before joining Urban, Chingos was a senior fellow at the Brookings Institution. His book “Crossing the Finish Line: Completing College at America’s Public Universities,” co-authored with William Bowen and Michael McPherson, was published by Princeton University Press in 2009. Chingos’s work has also been published in academic journals including the Journal of Public Economics, Journal of Policy Analysis and Management, Educational Evaluation and Policy Analysis, and Education Finance and Policy. He has received support from the U.S. government and several philanthropic foundations. Chingos received a bachelor’s degree in government and economics and a doctorate in government from Harvard University.