Andrey Zakharov
- Leading Research Fellow:Institute of Education
- Associate Professor:Institute of Education / Department of Educational Programmes
- Andrey Zakharov has been at HSE University since 2008.
Education and Degrees
- 2006
Candidate of Sciences* (PhD)
- 2001
Degree
Evsevyev Mordovia State Teacher Training Institute
According to the International Standard Classification of Education (ISCED) 2011, Candidate of Sciences belongs to ISCED level 8 - "doctoral or equivalent", together with PhD, DPhil, D.Lit, D.Sc, LL.D, Doctorate or similar. Candidate of Sciences allows its holders to reach the level of the Associate Professor.
Employment history
2020 – present |
Lead Research Fellow, National Research University Higher School of Economics |
2017 – 2019 |
Head, International Laboratory of Educational Policy Analysis, National Research University Higher School of Economics |
2013 – 2016 |
Deputy Head, International Laboratory of Educational Policy Analysis, National Research University Higher School of Economics |
2013 – present |
Associate Professor, National Research University Higher School of Economics |
2013 – present |
Lecturer, Moscow School of Social and Economic Sciences |
2008 – 2013 |
Senior Research Fellow, National Research University Higher School of Economics |
2007 – 2008 |
Associate Professor, Moscow Humanitarian Pedagogical Institute |
2005 – 2007 |
Senior Research Fellow, Federal Institute for Educational Development |
2004 – 2005 |
English Language Teacher, Secondary school |
Continuing education / Professional retraining / Internships / Study abroad experience
2020
- Online teaching (School of Education, Universal University, Moscow)
2014
- Internship at Stanford University (USA)
- Social network analysis (HSE, St Petersburg)
- Panel data analysis in education (HSE, Moscow), organizator
2013
- Causal Inference (AERA Institute on Statistical Analysis for Education Policy, Washington, DC)
2012
- Causal models and structural equations (HSE, St Petersburg)
- Hierarchical models with R (University of Essex)
2011
- Applied multivariate analysis (Utrecht University)
- Use of national and international studies results in education policy (World Bank Institute, Moscow)
2010
- Complex samples in SPSS ("Specialist" Training Center, Bauman University, Moscow)
Courses (2023/2024)
- Causal Analysis in Education (Mago-Lego; 1 module)Eng
- Collection, management and analysis of data on social processes (Master’s programme; Faculty of Social Sciences; 1 year, 3, 4 module)Rus
- Research methodology and basic statistics (Postgraduate course’s programme; 1 year, 1 semester)Eng
- Past Courses
Courses (2022/2023)
- Advanced statistics (Postgraduate course’s programme; Faculty of Social Sciences; 2 year, 1 semester)Rus
- Causal Analysis in Education (Mago-Lego; 1 module)Eng
- Collection, management and analysis of data on social processes (Master’s programme; Faculty of Social Sciences; 1 year, 3, 4 module)Rus
- Digital Analytics of Social Processes (Master’s programme; Faculty of Social Sciences; 1 year, 1-4 module)Rus
- Research methodology and basic statistics (Postgraduate course’s programme; 1 year, 1 semester)Rus
- Research Seminar "Sociology of Business Sphere" (Master’s programme; Faculty of Social Sciences; 2 year, 1-4 module)Rus
Courses (2021/2022)
- Ecosystem R for Sociology (Master’s programme; Faculty of Social Sciences; 1 year, 3 module)Rus
- Research methodology and basic statistics (Postgraduate course’s programme; 1 year, 1 semester)Rus
Courses (2020/2021)
- Quasi-Experimental Research in Education (Master’s programme; Institute of Education; 2 year, 1, 2 module)Eng
- Research methodology and basic statistics (Postgraduate course’s programme; 1 year, 1 semester)Rus
- Research Seminar (Postgraduate course’s programme; 2 year, 2 semester)Rus
- Research Seminar (Postgraduate course’s programme; 1 year, 2 semester)Rus
Publications31
- Article Bettinger E., Fairlie R. W., Kapuza A., Kardanova E., Loyalka P., Zakharov A. Diminishing Marginal Returns to Computer-Assisted Learning // Journal of Policy Analysis and Management. 2023. Vol. 42. No. 2. P. 552-570. doi
- Article Zakharov A., Carnoy M. Does teaching to the test improve student learning? // International Journal of Educational Development. 2021. Vol. 84. P. 1-13. doi
- Article Кармаева Н. Н., Захаров А. Б. Неэкономические эффекты дополнительного профессионального образования для российских работников // Экономическая социология. 2021. Т. 22. № 2. С. 81-108.
- Preprint Bettinger E., Fairlie R. W., Kapuza A., Kardanova E., Loyalka P., Zakharov A. Does EdTech Substitute for Traditional Learning? Experimental Estimates of the Educational Production Function / National Bureau of Economic Research. Series NBER Working Paper 2020. No. 26967. doi
- Article Lazareva O., Zakharov A. Teacher Wages and Educational Outcomes: Evidence from the Russian School System // Education Economics. 2020. Vol. 28. No. 4. P. 418-436. doi
- Article Karmaeva N., Zakharov A. The effects of job-related training on the sense of control of male and female workers in Russia // International Journal of Lifelong Education. 2020. Vol. 39. No. 2. P. 139-153. doi
- Article Захаров А. Б., Адамович К. А. Региональные различия в доступе к образовательным ресурсам, в академических результатах и в траекториях российских учащихся // Экономическая социология. 2020. Т. 21. № 1. С. 60-80.
- Book Карной М., Ларина Г. С., Маркина В. М., Захаров А. Б., Хавенсон Т. Е., Вергелес К. П., Сергеева Т. В. (Не)обычные школы: разнообразие и неравенство / Под общ. ред.: М. Карной, Г. С. Ларина, В. М. Маркина. М. : Издательский дом НИУ ВШЭ, 2019. doi
- Preprint Lazareva O., Zakharov A. School Financing, Teacher Wages and Educational Outcomes: Evidence from the Russian School System / Social Science Research Network. Series "SSRN Working Paper Series". 2019. doi
- Chapter Маркина В. М., Вергелес К. П., Захаров А. Б. Миссии школ // В кн.: (Не)обычные школы: разнообразие и неравенство / Под общ. ред.: М. Карной, Г. С. Ларина, В. М. Маркина. М. : Издательский дом НИУ ВШЭ, 2019. doi Гл. 6. С. 139-175.
- Book Адамович К. А., Капуза А. В., Захаров А. Б., Фрумин И. Д. Основные результаты российских учащихся в международном исследовании читательской, математической и естественнонаучной грамотности PISA-2018 и их интерпретация Вып. 2. М. : Издательский дом НИУ ВШЭ, 2019.
- Chapter Захаров А. Б., Вергелес К. П., Маркина В. М. Роли директоров // В кн.: (Не)обычные школы: разнообразие и неравенство / Под общ. ред.: М. Карной, Г. С. Ларина, В. М. Маркина. М. : Издательский дом НИУ ВШЭ, 2019. doi Гл. 5. С. 104-138.
- Article Loyalka P., Kuzmina Y., Zakharov A. Catching the Big Fish in the Little Pond (Effect): Causal Evidence from 33 Countries and Regions // Comparative Education Review. 2018. Vol. 62. No. 4. P. 542-564. doi
- Book Захаров А. Б., Дудырев Ф. Ф., Капуза А. В., Ларина Г. С., Чиркина Т. А., Шабалин А. И. Демонстрационный экзамен по стандартам Worldskills: предварительные итоги и возможности масштабирования: Факты образования. Выпуск №8 (23). НИУ ВШЭ, 2018.
- Book Косарецкий С. Г., Пинская М. А., Захаров А. Б., Звягинцев Р. С., Михайлова А. М., Шмис Т., Парандекар С., Кунимото Ш., Чугунов Д., Завалина П., Хорваи А., Новак Д., Аэдо К. Равенство образовательных возможностей в Российской Федерации. Всемирный банк, 2018.
- Article Корешникова Ю. Н., Захаров А. Б., Дудырев Ф. Ф. Различия в общем образовании в колледжах и старших классах школ: характеристики педагогов и практики преподавания. На примере математики // Вопросы образования. 2018. № 2. С. 228-253. doi
- Book Капуза А. В., Захаров А. Б., Адамович К. А. Дошкольная среда обучения чтению и читательская грамотность детей при поступлении в первый класс и в конце четвертого класса по данным PIRLS 2001–2011 гг. Вып. 2(11). НИУ ВШЭ, 2017.
- Article Капуза А. В., Керша Ю. Д., Захаров А. Б., Хавенсон Т. Е. Образовательные результаты и социальное неравенство в России: динамика и связь с образовательной политикой // Вопросы образования. 2017. № 4. С. 10-35. doi
- Chapter Капуза А. В., Захаров А. Б. Обучение чтению до школы и читательская грамотность детей в первом и конце четвертого класса: роль культурного капитала семьи // В кн.: Образование и социальная дифференциация: коллективная монография / Отв. ред.: М. Карной, И. Д. Фрумин, Н. Н. Кармаева. М. : Издательский дом НИУ ВШЭ, 2017. С. 43-63.
- Article Захаров А. Б., Капуза А. В. Родительские практики обучения чтению и уровень читательской грамотности детей в России: по данным PIRLS-2011 // Вопросы образования. 2017. № 2. С. 234-257. doi
- Chapter Кармаева Н. Н., Захаров А. Б., Гребенюк Я. С. Социально-экономическое неравенство, самоэффективность и образование в переходной экономике // В кн.: Образование и социальная дифференциация: коллективная монография / Отв. ред.: М. Карной, И. Д. Фрумин, Н. Н. Кармаева. М. : Издательский дом НИУ ВШЭ, 2017. С. 347-364.
- Article Zakharov A., Tsheko G., Carnoy M. Do “better” teachers and classroom resources improve student achievement? A causal comparative approach in Kenya, South Africa, and Swaziland // International Journal of Educational Development. 2016. No. 50. P. 108-124. doi
- Article Loyalka P., Zakharov A. Does shadow education help students prepare for college? Evidence from Russia // International Journal of Educational Development. 2016. Vol. 49. P. 22-30. doi
- Article Carnoy M., Khavenson T., Loyalka P., Schmidt W., Zakharov A. Revisiting the Relationship between International Assessment Outcomes and Educational Production: Evidence from a Longitudinal PISA-TIMSS Sample // American Educational Research Journal. 2016. Vol. 53. No. 4. P. 1054-1085. doi
- Book Баринов С. Л., Беликов А. А., Болотов В. А., Заир-Бек С. И., Заиченко Н. А., Захаров А. Б., Карной М., Козина Н. С., Лоялка П. К., Мерцалова Т. А., Никитин И. В., Пинская М. А., Пономарева Алена Александровна, Хавенсон Т. Е., Агранович М. Л., Адамович К. А., Адамчук Д. В., Ермачкова Ю. Ф., Зайцева О. В. Российские учителя в свете исследовательских данных / Отв. ред.: И. Д. Фрумин, В. А. Болотов, С. Г. Косарецкий, М. Карной. М. : Издательский дом НИУ ВШЭ, 2016.
- Article Zakharov A., Carnoy M. Are Teachers Accurate in Predicting Their Students’ Performance on High Stakes’ Exams? The Case of Russia // International Journal of Educational Development. 2015. No. 43. P. 1-11. doi
- Preprint Loyalka P., Zakharov A. Does Shadow Education Help Students Prepare for College? / NRU Higher School of Economics. Series EDU "Education". 2014.
- Article Zakharov A., Carnoy M., Loyalka P. Which teaching practices improve student performance on highstakes exams? Evidence from Russia // International Journal of Educational Development. 2014. No. 36. P. 13-21. doi
- Preprint Zakharov A., Carnoy M., Loyalka P. Which Teaching Practices Improve Student Performance on High-Stakes Exams? Evidence from Russia / NRU Higher School of Economics. Series EDU "Education". 2013.
- Article Кузьминов Я. И., Фрумин И. Д., Захаров А. Б. Российская школа: альтернатива модернизации сверху // Вопросы образования. 2011. № 3. С. 5-54.
- Chapter Froumin I., Zakharov A. Educational Policies for Ethnic and Cultural Groups in Russia, in: The Routledge International Companion to Multicultural Education. NY : Routledge, 2009. P. 486-497.
Research projects
2022
- Digital educational resources use in math classes (on the example of dynamic software)
2021
- Game Based Learning: Teaching and learning strategies
2020
- Use of interactive learning modules in history lessons in grade 5. UX project with Sberbank
2019
- Mechanisms of social inequality in school education. Project of Higher School of Economics
- Experimental estimation of the effect of computer assisting learning on students' outcomes in primary school. Project with Yandex.Education Working Paper
2018
- Economic cost of inequity of educational performance in Russian Federation. World Bank project.
- Monetary and non-monetary inequalities in modern societes: Objective situation and perception by the population. Project of Higher School of Economics.
- Analysis of the World Skills exmaination results in Russia in 2018. Project with World Skills - Russia.
- Schools and teachers' characteristics, students' educational outcomes and educational trajectories in the coontext of social inequality. Project of Higher School of Economics.
2017
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Social inequality, factors of school education quality, and students' choice of educational trajectory. Project of Higher School of Economics.
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The role of educational policy in academic achievements, changing of inequality and segregation of school students. Wolrd Bank project.
2016
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Factors affecting quality of education, educational outcomes and social inequality. Project of Higher School of Economics.
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Possible ways to increase PISA outcomes: Analysis based on Russia and international data. Project of Moscow City Education Department.
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In-depth analysis of Russia results in international studies of school education quality. Project of Federal Service for Supervision in Education and Science (Rosobrnadsor).
2015
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Schools principals and teachers views of school mission, education aims and school success. Project of Higher School of Economics.
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Direct and indirect effects of high school students' self-concept on their outcomes and educational trajectory choice. Project of Higher School of Economics.
2014
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Peer effect in students' achievements and educational trajectory choice. Research based on Trajectories in Education and Career longitudinal study. Project of Higher School of Economics.
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Effect of teacher credentials and teaching practices on student outcomes in uppersecondary and high school. Causal analysis on Russia TIMSS-2011, PISA-2012 and national exam of 2014 longitudinal data. Project of Higher School of Economics.
2013
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Resilience of students: Conceptualization of the phenomena. Project of Higher School of Economics.
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Effects of tutoring on high school students' achievements. Project of Higher School of Economics.
2012
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Classroom characteristics and teacher expectations bias. Project of Higher School of Economics.
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Effects of teaching practices on high stakes school exam: Russia national exam data. Project of Higher School of Economics.
2011
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Relationship of schooling and high school students' outcomes in Unified State Exam. Project of Higher School of Economics.
Study of the International Laboratory for Evaluation of Practices and Innovations in Education was included in the effectiveness research database of the Abdul Latif Jamil Poverty Action Lab (J-PAL)
The research of the International Laboratory of Evaluation of Practices and Innovations in Education was included in the research base of the Laboratory of Action against Poverty Abdul Latif Jamil (Poverty Action Lab, J-PAL)
Unequal Access Codes
What helps and what hinders access to good education in Russian regions
Male Privilege
How Job-Related Training Perpetuates Gender Inequality
Evaluating Effects of Digital Transformation on School Outcomes
Experts at IOE and Yandex have reported findings from a one-of-a-kind massive joint study that they carried out in association with Stanford and the University of California to evaluate whether and how engaging in practices of e-learning contributes to academic performance in primary school. Completing more assignments online can be specifically of aid in catching up those early-graders who fall behind on math literacy, the study suggests.
The Effect of Digitalization on School Children Calculated for the First Time
The HSE Institute of Education together with Yandex completed Russia’s first large-scale experiment assessing the impact of online technology on primary school students’ performance in school. The researchers concluded that online completion of assignments help improve mathematical literacy, particularly among underachieving students.
Basic General
Dispelling some myths about school
Impact of Education Quality Research on Policy Is Not as Significant as You Might Think
At a seminar held at HSE as part of the Days of the International Academy of Education in Moscow, Professor Gustavo E. Fishman (University of Arizona) likened international comparative studies of education quality to horse racing and discussed how these studies do not have as significant an impact on educational policy as is commonly believed.
Russian Students in More Difficult Circumstances Improve Their Academic Performance
The International Symposium on Economics and Sociology of Education is being held on April 11-14 as part of the XVIII April Conference on Economic and Social Development. On April 11, experts discussed the dynamics of educational outcomes in Russia and beyond (based on data culled from international projects to monitor the quality of education) at a roundtable session organized by the World Bank.
IOE Researchers Speak at 2017 CIES Conference in Atlanta
On March 5–9, 2017, the U.S. city of Atlanta, Georgia hosted the 2017 Conference of the Comparative and International Education Society (CIES). Seeking the most diverse engagement in the venue’s multiple opportunities for expertise exchange, debate, and academic networking, a representative team of experts with IOE’s leading research & advisory centres took part in this year’s CIES event. Presentations were given by Isak Froumin, Oleg Leshukov, Elena Minina, Pavel Sorokin, Zumrad Kataeva, Martin Carnoy, Tatiana Khavenson, and Andrey Zakharov.
Is Shadow Education Good for Us?
Prashant Loyalka is a visiting Leading Research Fellow at the HSE Institute for Education and the International Laboratory for Education Policy Analysis. His research article, ‘Does Shadow Education Help Students Prepare for College?’ will be published in the International Journal of Educational Development Vol 49, in July 2016. In an interview with HSE News Service, Dr Loyalka talked about his research into the advantages and shortcomings of shadow education and about why American parents send their kids to after-school Russian math class.
2-3
is the average number of friends that school students have in their class.
‘The Idea is to Produce Excellent Researchers’
The International Laboratory for Educational Policy Research has been working at the HSE for more than a year. Its academic supervisor, Stanford University professor Martin Carnoy told us about the results of this year’s research, their forthcoming plans and the future of the laboratory.