Teacher Churning: Reassignment Rates and Implications for Student Achievement

Autor/inn/en	Atteberry, Allison; Loeb, Susanna; Wyckoff, James
Titel	Teacher Churning: Reassignment Rates and Implications for Student Achievement
Quelle	In: Educational Evaluation and Policy Analysis, 39 (2017) 1, S.3-30 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373716659929
Schlagwörter	Teacher Placement; Academic Achievement; Comparative Analysis; Urban Schools; Faculty Mobility; Disadvantaged; Public School Teachers; Elementary School Teachers; Secondary School Teachers; New York (New York) + Suchen Sie Ihr Suchwort? Schulleistung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	Educators raise concerns about what happens to students when they are exposed to new or new-to-school teachers. However, even when teachers remain in the same school they can switch roles by moving grades and/or subjects. We use panel data from New York City to compare four ways in which teachers are new to assignment: new to teaching, new to district, new to school, or new to subject/grade. We find negative effects of having a churning teacher of about one third the magnitude of the effect of a new teacher. However the average student is assigned to churning teachers four times more often than to new teachers, and historically underserved students are slightly more likely to be assigned to churning teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01