Are Public Schools Really Losing Their Best? Assessing the Career Transitions of Teachers and Their Implications for the Quality of the Teacher Workforce. Working Paper 12

Autor/inn/en	Goldhaber, Dan; Gross, Betheny; Player, Daniel
Institution	Urban Institute, National Center for Analysis of Longitudinal Data in Education Research (CALDER)
Titel	Are Public Schools Really Losing Their Best? Assessing the Career Transitions of Teachers and Their Implications for the Quality of the Teacher Workforce. Working Paper 12
Quelle	(2007), (54 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Public Schools; Teacher Effectiveness; Teacher Competencies; Career Change; Teacher Persistence; Teacher Qualifications; Faculty Mobility; Labor Turnover; Academic Achievement; Elementary School Teachers; Teacher Certification; Alternative Teacher Certification; Mathematics Achievement; Student Characteristics; Racial Differences; Gender Differences; Teacher Influence; Teaching Conditions; Teacher Salaries; Poverty; North Carolina; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrkunst; Career changes; Berufswechsel; Lehrqualifikation; Schulleistung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Rassenunterschied; Geschlechterkonflikt; Lehrbedingungen; Unterrichtsbedingungen; Lehrerbesoldung; Lehrervergütung; Armut
Abstract	Most studies that have fueled alarm over the attrition and mobility rates of high-quality teachers have relied on proxy indicators of teacher quality, which recent research finds to be only weakly correlated with value-added measures of teachers' performance. We examine attrition and mobility of teachers using teacher value-added measures for early-career teachers in North Carolina public schools from 1996 to 2002. Our findings suggest that the most-effective teachers tend to stay in teaching and in specific schools. Contrary to common expectations, we do not find that more-effective teachers are more likely to leave more-challenging schools. (Contains 17 tables, 1 figure and 15 notes.) (As Provided).
Anmerkungen	National Center for Analysis of Longitudinal Data in Education Research. The Urban Institute, 2100 M Street NW, Washington, DC 20037. Tel: 202-261-5739; Fax: 202-833-2477; e-mail: inquiry@caldercenter.org; Web site: http://www.caldercenter.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10