Matthew Steinberg is working with the UChicago Consortium on a study that shows the relationships of school discipline practices with school climate and classroom instruction. This study examines the response of CPS schools to the new discipline code enacted in 2012-13, and to the “culture of calm” initiative between 2009 and 2011 as a means for understanding the ways in which discipline practices in schools affect school climate and classroom instruction. Steinberg is also collaborating with the UChicago Consortium on a study of the effects of teacher evaluation practices on student achievement and school environment.
Steinberg is currently an assistant professor at the Graduate School of Education at the University of Pennsylvania. He received his PhD in public policy from the University of Chicago in 2012. For the 2011-12 academic year, he was a lecturer in public policy at the City University of New York (CUNY)-Baruch College's School of Public Affairs. During his tenure as a doctoral student, Steinberg was an Institute of Education Sciences Pre-Doctoral Fellow with the University of Chicago Committee on Education, a researcher at the UChicago Consortium and a Mathematica Policy Research 2008 Summer Fellow. Prior to graduate school, he was an investment banker and a New York City Teaching Fellow, where he taught 5th grade in a low-income New York City community.