178 Pillsbury Dr SE
243 Burton Hall
Ph.D., Stanford University, evaluation
M.P.P., University of Michigan, public policy
B.A., University of Michigan, economics
Areas of Interest
I apply evaluation methods to evaluate social programs and policies. Recently, I completed a series of publications that analyzed the cost-effectiveness of various approaches for raising student achievement: a 10 percent increase in educational spending, voucher programs, charter schools, increased accountability, class size reduction, comprehensive school reform, NBPTS teacher certification, value-added teacher assessment, and programs that assess students 2 to 5 times per week and provide rapid feedback of the results to students and teachers.
I am especially interested in the application of systems theory to understand why certain problems persist, despite the existence of programs and policies designed to address those problems, and to assist in the identification of areas where new policies or changes in existing policies may be beneficial.
Yeh, S. S. (2017). Solving the achievement gap: Overcoming the structure of school inequality. New York: Palgrave.
Yeh, S. S. (2017). Contradictions resolved: An analysis of two theories of the achievement gap. Teachers College Record, 119(7).
Yeh, S. S. (2016). Race, test scores, and educational outcomes. Teachers College Record, 118(9).
Yeh, S. S. (2015). Two models of learning and achievement: An explanation for the achievement gap? Teachers College Record, 117(12), 1-48.
Yeh, S. S. (2015). A new strategy to address the achievement gap. Teachers College Record, 118(1), 2015.
Yeh, S. S. (2015). The electronic monitoring paradigm: A proposal for transforming criminal justice in the USA. Laws, 4, 60-81.
Yeh, S. S. (2015). Why UN inspections? Corruption, accountability and the rule-of-law. South Carolina Journal of International Law and Business, 11(2).
Yeh, S. S. (2014). Poverty and the rule of law in Africa: A missing international actor? Poverty and Public Policy, 6(4), 354-379.
Yeh, S. S. (2014). Building a global institution to fight corruption and address the roots of insurgency. International Public Policy Review, 8(1), 7-24.
Yeh, S. S. (2013). A re-analysis of the effects of teacher replacement using value-added modeling. Teachers College Record, 115(12).
Yeh, S. S. (2013). A re-analysis of the effects of KIPP and the Harlem Promise Academies. Teachers College Record, 115(4).
Yeh, S. S. (2013). Why U.N. inspections? The accountability gap in Sub-Saharan Africa. International Public Policy Review, 7(2).
Yeh, S. S. (2012). Is an international treaty needed to fight corruption and the narco-insurgency in Mexico? International Criminal Justice Review, 22(3), 233-257.
Yeh, S. S. (2012). Anti-corruption inspections: A missing element of the IMF/World Bank agenda?. Journal of African Policy Studies, 18(1).
Yeh, S. S. (2012). The reliability, impact and cost-effectiveness of value-added teacher assessment methods. Journal of Education Finance, 37(4).
Yeh, S. S. (2011). Ending corruption in Africa through United Nations inspections. International Affairs, 87(3), 629-650.
Yeh, S. S. (2010). Cost-benefit analysis of reducing crime through electronic monitoring of parolees and probationers. Journal of Criminal Justice, 38(5), 1090-1096.
Yeh, S. S. (2010). The cost-effectiveness of 22 approaches for raising student achievement. Journal of Education Finance, 36(1), 38-75.
Updated February 17, 2017