The Productivity Costs of Inefficient Hiring Practices: Evidence from Late Teacher Hiring

Autor/inn/en	Papay, John P.; Kraft, Matthew A.
Titel	The Productivity Costs of Inefficient Hiring Practices: Evidence from Late Teacher Hiring
Quelle	In: Journal of Policy Analysis and Management, 35 (2016) 4, S.791-817 (27 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0276-8739
DOI	10.1002/pam.21930
Schlagwörter	Teacher Selection; Productivity; Costs; Efficiency; Academic Achievement; Pacing; Mathematics Achievement; Reading Achievement; Teacher Effectiveness; Labor Market; Educationally Disadvantaged; Educational Resources + Suchen Sie Ihr Suchwort? Produktivität; Cost; Kosten; Effectiveness; Effektivität; Wirkungsgrad; Schulleistung; Lerntempo; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Labour market; Arbeitsmarkt; Bildungsmittel
Abstract	We use matched employee-employer records from the teacher labor market to explore the effects of late teacher hiring on student achievement. Hiring teachers after the school year starts reduces student achievement by 0.042 SD in mathematics and 0.026 SD in reading. This reflects, in part, a temporary disruption effect in the first year. In mathematics, but not in reading, late-hired teachers remain persistently less effective, evidence of negative selection in the teacher labor market. Late hiring concentrates in schools that disproportionately serve disadvantaged student populations, contributing to challenges in ensuring an equitable distribution of educational resources for all students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01