Stephen Lipscomb

Stephen Lipscomb

Senior Researcher
Areas of Expertise
  • Special education programs, policies, and finance
  • Measurement of educators’ performance
  • Disability
  • Transition to Adulthood
  • Education
  • Teacher and Principal Effectiveness
  • Early Childhood
  • Systematic Evidence Reviews
About Stephen

Stephen Lipscomb has expertise in several policy areas, including education, disability, and early childhood. 

Lipscomb is the deputy project director for two special education studies sponsored by the U.S. Department of Education's Institute of Education Sciences (IES). On the National Longitudinal Transition Study 2012, he leads the analysis of parent and youth survey data to examine the characteristics and experiences of youth with disabilities as they prepare for life after high school. On the Evaluation of Preschool Special Education Practices project, he studies preschool special education programs using data from a national sample of school districts and is assessing the feasibility of an experimental evaluation of an intervention for preschool children with disabilities.

Lipscomb also has held key roles on projects to help education agencies develop or refine measures of educators’ effectiveness. He was a senior researcher on a study for IES's Regional Educational Laboratory Mid-Atlantic of the validity and reliability of an evaluation measure called the Framework for Leadership that Pennsylvania Department of Education developed and piloted to rate the professional practices of school principals. He directed two related studies of teachers' professional practice ratings from the Framework for Teaching that were obtained through the same pilot. He has also served as a senior researcher on a project to help Pittsburgh Public Schools develop and refine value-added measures of teachers’ and schools’ performance.

Before joining Mathematica in 2009, Lipscomb was a research fellow at the Public Policy Institute of California. He has published in Education Finance and Policy and Economics of Education Review and holds a Ph.D. in economics from the University of California, Santa Barbara.

Key Projects
  • NLTS index
    National Longitudinal Transition Study 2012

    This study gathered information on students with and without disabilities, including those needing special education services, those with a condition that qualifies for accommodations under Section 504 of the Vocational Rehabilitation Act of 1973, and others with no identified disability.

  • PA map
    Pennsylvania Teacher and Principal Evaluation Pilot

    We examined practices of teachers who make larger contributions to student achievement growth, reviewed plans for an overall effectiveness measure, described variation in professional practice scores, and examined practices strongly correlated with contributions to student achievement growth.

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