School Organizational Contexts, Teacher Turnover, and Student Achievement: Evidence from Panel Data. Working Paper

Autor/inn/en	Kraft, Matthew A.; Marinell, William H.; Yee, Darrick
Institution	New York University, Research Alliance for New York City Schools
Titel	School Organizational Contexts, Teacher Turnover, and Student Achievement: Evidence from Panel Data. Working Paper
Quelle	(2016), (43 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Faculty Mobility; Academic Achievement; School Organization; Educational Environment; Middle School Teachers; Middle School Students; Middle Schools; Factor Analysis; Urban Schools; School Surveys; Leadership; Faculty Development; Teacher Expectations of Students; Teacher Collaboration; Interprofessional Relationship; School Safety; New York (New York) + Suchen Sie Ihr Suchwort? Schulleistung; School organisation; Schulorganisation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; Faktorenanalyse; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Führung; Führungsposition; Lehrerkooperation
Abstract	We study the relationship between school organizational contexts, teacher turnover, and student achievement in New York City (NYC) middle schools. Using factor analysis, we construct measures of four distinct dimensions of school contexts captured on the annual NYC School Survey. We identify credible estimates by isolating variation in organizational contexts within schools over time. We find that improvements in school leadership, academic expectations, teacher relationships, and school safety are all independently associated with corresponding reductions in teacher turnover. Increases in school safety and academic expectations for students also correspond to increases in student achievement. These results are robust to a range of potential threats to validity, suggesting that our findings are likely driven by an underlying causal relationship. The following is appended: Raw Factor Loadings for School Context Dimensions. (As Provided).
Anmerkungen	Research Alliance for New York City Schools. 285 Mercer Street 3rd Floor, New York, NY 10003. Tel: 212-992-7697; Fax: 212-992-4910; e-mail: research.alliance@nyu.edu; Web site: http://www.ranycs.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01