| How context matters in high-need schools: The effects of teachers’ working conditions on their professional satisfaction and their students’ achievement SM Johnson, MA Kraft, JP Papay Teachers college record 114 (10), 1-39, 2012 | 1520 | 2012 |
| Can professional environments in schools promote teacher development? Explaining heterogeneity in returns to teaching experience MA Kraft, JP Papay Educational evaluation and policy analysis 36 (4), 476-500, 2014 | 730 | 2014 |
| Productivity returns to experience in the teacher labor market: Methodological challenges and new evidence on long-term career improvement JP Papay, MA Kraft Journal of Public Economics 130, 105-119, 2015 | 553 | 2015 |
| Different tests, different answers: The stability of teacher value-added estimates across outcome measures JP Papay American Educational Research Journal 48 (1), 163-193, 2011 | 412 | 2011 |
| The challenge of teacher retention in urban schools: Evidence of variation from a cross-site analysis JP Papay, A Bacher-Hicks, LC Page, WH Marinell Educational Researcher 46 (8), 434-448, 2017 | 371 | 2017 |
| Refocusing the debate: Assessing the purposes and tools of teacher evaluation J Papay Harvard Educational Review 82 (1), 123-141, 2012 | 353 | 2012 |
| Educating amid uncertainty: The organizational supports teachers need to serve students in high-poverty, urban schools MA Kraft, JP Papay, SM Johnson, M Charner-Laird, M Ng, S Reinhorn Educational Administration Quarterly 51 (5), 753-790, 2015 | 263* | 2015 |
| Does an urban teacher residency increase student achievement? Early evidence from Boston JP Papay, MR West, JB Fullerton, TJ Kane Educational Evaluation and Policy Analysis 34 (4), 413-434, 2012 | 246* | 2012 |
| Learning job skills from colleagues at work: Evidence from a field experiment using teacher performance data JP Papay, ES Taylor, JH Tyler, ME Laski American Economic Journal: Economic Policy 12 (1), 359-388, 2020 | 239 | 2020 |
| Extending the regression-discontinuity approach to multiple assignment variables JP Papay, JB Willett, RJ Murnane Journal of Econometrics 161 (2), 203-207, 2011 | 197 | 2011 |
| The consequences of high school exit examinations for low-performing urban students: Evidence from Massachusetts JP Papay, RJ Murnane, JB Willett Educational Evaluation and Policy Analysis 32 (1), 5-23, 2010 | 175* | 2010 |
| Teachers' views on no child left behind: Support for the principles, concerns about the practices RJ Murnane, JP Papay Journal of Economic perspectives 24 (3), 151-166, 2010 | 157 | 2010 |
| The impact of test score labels on human-capital investment decisions JP Papay, RJ Murnane, JB Willett Journal of Human Resources 51 (2), 357-388, 2016 | 124* | 2016 |
| Ready to lead, but how? Teachers’ experiences in high-poverty urban schools SM Johnson, S Reinhorn, M Charner-Laird, M Kraft, M Ng, JP Papay Teachers College Record 116 (10), 1-50, 2014 | 117 | 2014 |
| The productivity costs of inefficient hiring practices: Evidence from late teacher hiring JP Papay, MA Kraft Journal of Policy Analysis and Management 35 (4), 791-817, 2016 | 113 | 2016 |
| Is PAR a good investment? Understanding the costs and benefits of teacher peer assistance and review programs JP Papay, SM Johnson Educational Policy 26 (5), 696-729, 2012 | 98 | 2012 |
| Teacher evaluation for accountability and development ML Donaldson, JP Papay Handbook of research in education finance and policy, 174-193, 2014 | 96 | 2014 |
| Redesigning teacher pay: A system for the next generation of educators SM Johnson, JP Papay Economic Policy Institute, 2009 | 87 | 2009 |
| Leading the local: Teachers union presidents chart their own course SM Johnson, ML Donaldson, MS Munger, JP Papay, EK Qazilbash Peabody Journal of Education 84 (3), 374-393, 2009 | 86* | 2009 |
| Teacher skill development: Evidence from performance ratings by principals MA Kraft, JP Papay, OL Chi Journal of Policy Analysis and Management 39 (2), 315-347, 2020 | 52 | 2020 |
