Performance Standards and Employee Effort: Evidence from Teacher Absences. Upjohn Institute Working Paper No. 15-217

Autor/in	Gershenson, Seth
Institution	W.E. Upjohn Institute for Employment Research
Titel	Performance Standards and Employee Effort: Evidence from Teacher Absences. Upjohn Institute Working Paper No. 15-217
Quelle	(2015), (42 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Accountability; Educational Legislation; Federal Legislation; Teacher Attendance; Employee Absenteeism; Educational Policy; Economics; Public Schools; Educational Indicators; Federal Programs; State Standards; Disadvantaged Schools; Comparative Analysis; High Stakes Tests; Correlation; Achievement Tests; Elementary School Teachers; Scores; North Carolina + Suchen Sie Ihr Suchwort? Verantwortung; Bildungsrecht; Schulgesetz; Bundesrecht; Employee; Absenteeism; Absentismus; Politics of education; Bildungspolitik; Volkswirtschaftslehre; Public school; Öffentliche Schule; Educational indicato; Bildungsindikator; Korrelation; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	The 2001 No Child Left Behind Act (NCLB) increased accountability pressure in U.S. public schools by threatening to impose sanctions on Title 1 schools that failed to make adequate yearly progress (AYP) in consecutive years. Difference-in-difference estimates of the effect of failing AYP in the first year of NCLB on teacher effort in the subsequent year suggest that, on average, teacher absences in North Carolina fell by about 10 percent, and the probability of being absent 15 or more times fell by about 30 percent. Reductions in teacher absences were driven by within-teacher increases in effort and were larger among more effective teachers. Two appendices include: (1) Value Added Measures (VAMs) of Teacher Effectiveness; and (2) Regression Discontinuity (RD) Sensitivity Analysis. (As Provided).
Anmerkungen	W. E. Upjohn Institute for Employment Research. 300 South Westnedge Avenue, Kalamazoo, MI 49007-4686. Tel: 888-227-8569; Tel: 269-343-4330; Fax: 269-343-7310; Web site: http://www.upjohninstitute.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01