Literaturnachweis - Detailanzeige
Autor/inn/en | Adnot, Melinda; Dee, Thomas; Katz, Veronica; Wyckoff, James |
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Institution | Stanford Center for Education Policy Analysis (CEPA) |
Titel | Teacher Turnover, Teacher Quality, and Student Achievement in DCPS. CEPA Working Paper No. 16-03 |
Quelle | (2016), (42 Seiten)
PDF als Volltext |
Zusatzinformation | Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Faculty Mobility; Teacher Effectiveness; Academic Achievement; Public School Teachers; Urban Schools; Teacher Evaluation; Incentives; Program Effectiveness; Quasiexperimental Design; Mathematics Achievement; Reading Achievement; Statistical Analysis; District of Columbia Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schulleistung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Teacher appraisal; Lehrerbeurteilung; Anreiz; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Statistische Analyse |
Abstract | In practice, teacher turnover appears to have negative effects on school quality as measured by student performance. However, some simulations suggest that turnover can instead have large, positive effects under a policy regime in which low-performing teachers can be accurately identified and replaced with more effective teachers. This study examines this question by evaluating the effects of teacher turnover on student achievement under IMPACT, the unique performance-assessment and incentive system in the District of Columbia Public Schools (DCPS). Employing a quasi-experimental design based on data from the first year years of IMPACT, we find that, on average, DCPS replaced teachers who left with teachers who increased student achievement by 0.08 SD in math. When we isolate the effects of lower-performing teachers who were induced to leave DCPS for poor performance, we find that student achievement improves by larger and statistically significant amounts (i.e., 0.14 SD in reading and 0.21 SD in math). In contrast, the effect of exits by teachers not sanctioned under IMPACT is typically negative but not statistically significant. (As Provided). |
Anmerkungen | Stanford Center for Education Policy Analysis. 520 Galvez Mall, CERAS Building, 5th Floor, Stanford, CA 94305. Tel: 650-736-1258; Fax: 650-723-9931; e-mail: contactcepa@stanford.edu; Web site: http://cepa.stanford.edu |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |