Do Accountability Policies Push Teachers Out?

Autor/inn/en	Ingersoll, Richard; Merrill, Lisa; May, Henry
Titel	Do Accountability Policies Push Teachers Out?
Quelle	In: Educational Leadership, 73 (2016) 8, S.44-49 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1784
Schlagwörter	Accountability; Public Schools; Teacher Persistence; Surveys; Teacher Surveys; Low Achievement; High Stakes Tests; Labor Turnover; Academic Achievement; Teaching Conditions; Sanctions; Professional Autonomy; Schools and Staffing Survey (NCES) + Suchen Sie Ihr Suchwort? Verantwortung; Public school; Öffentliche Schule; Survey; Umfrage; Befragung; Unterdurchschnittliche Leistung; Schulleistung; Lehrbedingungen; Unterrichtsbedingungen; Sanction; Sanktion; Berufsfreiheit
Abstract	The impact of accountability on U.S. schools, for good or ill, is a subject of debate and research. The authors recently studied an aspect of accountability that had previously received little attention. They asked, do accountability reforms affect public schools' ability to retain their teachers? By analyzing data from the Schools and Staffing Survey and the Teacher Followup Survey, they found strong (but unsurprising) evidence that accountability made teacher retention more difficult in low-performing schools; schools whose students scored low on high-stakes assessments had higher teacher turnover than those that scored higher; and schools that received sanctions because of their low performance had even higher turnover. The most helpful finding of the analysis was that even in schools subject to sanctions, higher teacher turnover was not inevitable. Schools that had better working conditions--and especially those that gave teachers greater classroom autonomy--were able to mitigate the negative effects of accountability sanctions. The authors conclude that holding teachers accountable for results must be paired with giving them control over the instruction that produces these results. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01