Strategic Staffing? How Performance Pressures Affect the Distribution of Teachers within Schools and Resulting Student Achievement

Autor/inn/en	Grissom, Jason A.; Kalogrides, Demetra; Loeb, Susanna
Titel	Strategic Staffing? How Performance Pressures Affect the Distribution of Teachers within Schools and Resulting Student Achievement
Quelle	In: American Educational Research Journal, 54 (2017) 6, S.1079-1116 (38 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	0002-8312
DOI	10.3102/0002831217716301
Schlagwörter	Student Records; Academic Achievement; Teacher Surveys; Tests; Teacher Placement; Performance Based Assessment; Predictor Variables; High Stakes Tests; Accountability; Principals; Administrator Role; Elementary Schools; Instructional Program Divisions; Teacher Effectiveness; Primary Education; Scores; Middle Schools; High Schools; Teacher Influence; Public Schools; Probability; Statistical Analysis; Florida + Suchen Sie Ihr Suchwort? Schülerakte; Schulleistung; Examination; Prüfung; Examen; Leistungsermittlung; Prädiktor; Verantwortung; Principal; Schulleiter; Elementary school; Grundschule; Volksschule; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Primarbereich; Middle school; Mittelschule; Mittelstufenschule; High school; Oberschule; Public school; Öffentliche Schule; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Statistische Analyse
Abstract	School performance pressures apply disproportionately to tested grades and subjects. Using longitudinal administrative data--including achievement data from untested grades--and teacher survey data from a large urban district, we examine schools' responses to those pressures in assigning teachers to high-stakes and low-stakes classrooms. We find that teachers with more positive performance measures in both tested and untested classrooms are more likely to be placed in a tested classroom in the following year. Performance measures even more strongly predict a high-stakes teaching assignment in schools with low state accountability grades and where principals exercise more assignment influence. In elementary schools, we show that such "strategic" teacher assignment disadvantages early grades, concentrating less effective teachers in K-2 classrooms. Reassignment of ineffective upper-grades teachers to early grades systematically results in lower K-2 math and reading achievement gains. Moreover, evidence suggests that students' lower early-grades achievement persists into subsequent tested grades. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01