Teacher Turnover, Teacher Quality, and Student Achievement in DCPS

Autor/inn/en	Adnot, Melinda; Dee, Thomas; Katz, Veronica; Wyckoff, James
Titel	Teacher Turnover, Teacher Quality, and Student Achievement in DCPS
Quelle	39 (2017) 1, S.54-76 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.3102/0162373716663646
Schlagwörter	Labor Turnover; Teacher Persistence; Teacher Competencies; Academic Achievement; Public Schools; Urban Schools; Performance Based Assessment; Incentives; Quasiexperimental Design; Achievement Gains; Public School Teachers; Teacher Effectiveness; Mathematics Achievement; Reading Achievement; Statistical Significance; Teacher Evaluation; Scores; District of Columbia + Suchen Sie Ihr Suchwort? Lehrkunst; Schulleistung; Public school; Öffentliche Schule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Leistungsermittlung; Anreiz; Achievement gain; Leistungssteigerung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Teacher appraisal; Lehrerbeurteilung
Abstract	In practice, teacher turnover appears to have negative effects on school quality as measured by student performance. However, some simulations suggest that turnover can instead have large positive effects under a policy regime in which low-performing teachers can be accurately identified and replaced with more effective teachers. This study examines this question by evaluating the effects of teacher turnover on student achievement under IMPACT, the unique performance-assessment and incentive system in the District of Columbia Public Schools (DCPS). Employing a quasi-experimental design based on data from the first years of IMPACT, we find that, on average, DCPS replaced teachers who left with teachers who increased student achievement by 0.08 standard deviation (SD) in math. When we isolate the effects of lower-performing teachers who were induced to leave DCPS for poor performance, we find that student achievement improves by larger and statistically significant amounts (i.e., 0.14 SD in reading and 0.21 SD in math). In contrast, the effect of exits by teachers not sanctioned under IMPACT is typically negative but not statistically significant. [This article was published in "Educational Evaluation and Policy Analysis," (EJ1129163).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01