Teacher Turnover, Teacher Quality and Student Achievement in DCPS. Working Paper 153

Autor/inn/en	Adnot, Melinda; Dee, Thomas; Katz, Veronica; Wyckoff, James
Institution	National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research
Titel	Teacher Turnover, Teacher Quality and Student Achievement in DCPS. Working Paper 153
Quelle	(2016), (49 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Faculty Mobility; Teacher Effectiveness; Academic Achievement; Public School Teachers; Outcomes of Education; Teacher Evaluation; Performance Based Assessment; District of Columbia + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schulleistung; Lernleistung; Schulerfolg; Teacher appraisal; Lehrerbeurteilung; Leistungsermittlung
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 year years of IMPACT, we find that, on average, DCPS replaced teachers who left with teachers who increased student achievement by 0.08 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. (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: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01