David Blazar is an Assistant Professor of Education Policy and Economics at the University of Maryland College Park. He also is the Faculty Director of the Maryland Equity Project, an Affiliate Assistant Professor at the School of Public Policy, and an Affiliate at the Maryland Population Research Center. Substantively, his research examines resources that best support student outcomes and alleviate inequality, with a particular focus on teacher and teaching quality. Methodologically, he examines and employs research designs that aim to support causal conclusions. His research has been published in American Education Research Journal, Economics of Education Review, Educational Researcher, Educational Evaluation and Policy Analysis, Review of Educational Research, among other publications; as well as covered in national press outlets including The Atlantic, ChalkBeat, Education Week, The Hechinger Report, and U.S. News and World Report. Dr. Blazar received the Jean Flanigan Outstanding Dissertation Award from the Association for Education Finance and Policy, and he was recognized as an emerging education policy scholar by the Fordham Institute. He received his doctorate from the Harvard Graduate School of Education in quantitative policy analysis in education with a disciplinary focus in economics. He also holds an Ed.M. in policy and management from the Harvard Graduate School of Education and a B.A. in history and literature from Harvard College. Prior to graduate school, he taught high-school English Language Arts in New York City.
Peer-Reviewed Journal Articles
Blazar, D., Heller, B., Kane, T. J., Polikoff, M., & Staiger, D. O, with Carrell, S., Goldhaber, D., Harris, D., Hitch, R., Holden, K. L., & Kurlaender, M. (In Press). Curriculum reform and the Common Core: Evaluating elementary math textbooks across six U.S. states. Journal of Policy Analysis and Management.
Blazar, D, & Archer, C. (2020). Teaching to support students with diverse academic needs. Educational Researcher, 49(5), 297-311. Link
Kane, T. J., Blazar, D., Gehlbach, H., Greenberg, M., Quinn, D., & Thal, D. (Online 2019). Substituting teacher-collected video for formal classroom observations: An experimental evaluation. Education Finance and Policy. Link
Blazar, D., & Kraft, M. A. (2019). Balancing rigor, replication, and relevance: A case for multiple-cohort, longitudinal experiments. AERA Open, 5(3). 1-18. Link
- Blazar, D. (2018). Validating teacher effects on students’ attitudes and behaviors: Evidence from random assignment of teachers to students. Education Finance and Policy, 13(3), 281-309.
- Blazar, D., Gilbert, B., Herlihy, C., Gogolen, C. (2018). Exploring the potential for video-based classroom observations. International Journal of Education in Mathematics, Science and Technology, 6(2), 122-135.
- Kraft, M. A., Blazar, D., & Hogan, D. (2018). The effect of teacher coaching on instruction and achievement: A meta-analysis of the causal evidence. Review of Educational Research. **Most-read in Review of Educational Research, and second most-read in all AERA journals in 2018
- Blazar, D. & Pollard, C. (2017). Does test preparation mean low-quality instruction? Educational Researcher, 46(8), 420-433.
- Blazar, D., Braslow, D., Charalambous, C. Y., & Hill, H. C. (2017). Attending to general and mathematics-specific dimensions of teaching: Exploring factors across two observation instruments. Educational Assessment, 22(2), 71-94.
- Blazar, D. & Kraft, M. A. (2017). Teacher and teaching effects on students’ attitudes and behaviors. Educational Evaluation and Policy Analysis, 39(1), 146-170.
- Kraft, M. A., & Blazar, D. (2017). Improving teachers’ practice across grades and subjects: Experimental evidence on individualized teacher coaching. Educational Policy, 31(7), 1033 - 1068.
- Lynch, K., Chin, M., & Blazar, D. (2017). Relationship between observations of elementary teacher mathematics instruction and student achievement: Exploring variability across districts. American Journal of Education, 123(4), 615-646.
- Blazar, D., Litke, E., & Barmore, J. (2016). What does it mean to be ranked a “high” or “low” value-added teacher? Observing differences in instructional quality across districts. American Educational Research Journal, 53(2), 324-359.
- Blazar, D. (2015). Effective teaching in elementary mathematics: Identifying classroom practices that support student achievement. Economics of Education Review, 48, 16-29.
- Blazar, D. (2015). Grade assignments and the teacher pipeline: A low-cost lever to improve student achievement? Educational Researcher, 44(4), 213-227.
- Blazar, D., & Kraft, M. A. (2015). Exploring mechanisms of effective teacher coaching: A tale of two cohorts from a randomized experiment. Educational Evaluation and Policy Analysis, 37(4), 542-566.
- Hill, H. C., Blazar, D., & Lynch, K. (2015). Resources for teaching: Examining personal and institutional predictors of high-quality instruction. AERA Open, 1(4), 1-23. Link
- Hill, H. C., Charalambous, C. Y., Blazar, D., McGinn, D., Beisiegel, M., Humez, A., Kraft, M., Litke, E., & Lynch, K. (2012). Validating arguments for observational instruments: Attending to multiple sources of variation. Educational Assessment, 17(2-3), 88-106.
- Blazar, D. (2011). Using theatre to engage cultural identity: Implications for students and teachers. English Education, 43(3), 294-304.
- Blazar, D. (2009). Self-discovery through character connections: Opening up to gayness in Angels in America. English Journal, 98(4), 77-84.
Kraft, M., & Blazar, D. (2018). Taking teacher coaching to scale: Can personalized training become standard practice? Education Next, 18(4). Link
- Blazar, D. (2017). Should noncognitive measures be used for teacher accountability? Brookings Brown Center Chalkboard. Link
- Blazar, D., & Kraft, M. A. (2016). Social and emotional skills in school: Pivoting from accountability to development. Albert Shanker Institute Blog. Link