Dynamic Effects of Teacher Turnover on the Quality of Instruction. Working Paper 170

Autor/inn/en	Hanushek, Eric A.; Rivkin, Steven G.; Schiman, Jeffrey C.
Institution	National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research
Titel	Dynamic Effects of Teacher Turnover on the Quality of Instruction. Working Paper 170
Quelle	(2016), (52 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Labor Turnover; Teacher Persistence; Educational Quality; Urban Schools; Disadvantaged Youth; Low Achievement; Teacher Distribution; Teacher Placement; Teaching Experience; School Districts; Teacher Effectiveness; Productivity; Public Schools; Academic Achievement; Comparative Analysis; Instructional Program Divisions; Records (Forms); Student Records; Statistical Analysis; Texas + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Benachteiligter Jugendlicher; Unterdurchschnittliche Leistung; School district; Schulbezirk; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Produktivität; Public school; Öffentliche Schule; Schulleistung; Formularsammlung; Schülerakte; Statistische Analyse
Abstract	It is widely believed that teacher turnover adversely affects the quality of instruction in urban schools serving predominantly disadvantaged children, and a growing body of research investigates various components of turnover effects. The evidence at first seems contradictory, as the quality of instruction appears to decline following turnover despite the fact that most work shows higher attrition for less effective teachers. This raises concerns that confounding factors bias estimates of transition differences in teacher effectiveness, the adverse effects of turnover or both. After taking more extensive steps to account for nonrandom sorting of students into classrooms and endogenous teacher exits and grade-switching, we replicate existing findings of adverse selection out of schools and negative effects of turnover in lower-achievement schools. But we find that these turnover effects can be fully accounted for by the resulting loss in experience and productivity loss following the reallocation of some incumbent teachers to different grades. Supplemental tables are appended. (As Provided).
Anmerkungen	National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5454; e-mail: inquiry@caldercenter.org; Web site: http://www.caldercenter.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01