Photo of Jill Barshay

Staff Writer and Editor

Jill Barshay

Jill Barshay is a staff writer and editor who writes the weekly “Proof Points” column about education research and data. She taught algebra to ninth graders for the 2013-14 school year. In school, English was Jill’s worst subject; she now thanks all the teachers who covered her papers in red ink. Previously, Jill was the New York bureau chief for Marketplace, a national business show on public radio stations. She has also written for Congressional Quarterly, The Wall Street Journal, The New York Times and the Financial Times and appeared on CNN and ABC News. A graduate of Brown University, Jill holds master's degrees from the London School of Economics and Columbia University’s Graduate School of Journalism. She was a 2016-17 Spencer Fellow in Education Journalism.

Recent Stories

charter schools in boston

Lessons from Boston: “no excuses” charter schools kept boosting student test scores after expansion

Researchers find a possible model for how to allow the charter sector to grow

Third consecutive year in school spending increases marked a “full recovery” from the recession

California drove national spending increases in education while New Jersey retreated from earlier efforts to give extra money to low-income schools

The promise of ‘restorative justice’ starts to falter under rigorous research

Studies in Pittsburgh and Maine show difficulty of implementing trendy alternative to traditional discipline

Is there a trade-off between racial diversity and academic excellence in gifted classrooms?

Researchers calculate what happens when you pick the brightest from each school

Gifted classes may not help talented students move ahead faster

Survey finds emphasis on developing "creativity" and "critical thinking" instead of acceleration above grade level

Wallace principal pipeline

Study finds that new principals can boost student achievement — with a little help

But uneven benefits raise questions on lessons learned from $85 million Wallace Foundation project

Higher salaries for ‘breaking bad’ in the classroom

Adult payoffs for those who misbehave at school

Niños inmigrantes aprendieron inglés en la mitad del tiempo cuando repitieron 3.° grado

Generalmente, las políticas de repetición obligatoria no resultan efectivas. Pero este importante estudio demuestra que aplicar la repetición de grado en estudiantes de tercer grado, quienes están aprendiendo inglés (y, como resultado, apoyarlos exhaustivamente), podría resultar efectiva

perfect attendance certificates

When school rewards backfire

Perfect attendance certificates didn't work in California and sometimes caused harm

education research

The dark side of education research: widespread bias

Johns Hopkins study finds that insider research shows 70 percent more benefits to students than independent research

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