Strategic Staffing? How Performance Pressures Affect the Distribution of Teachers within Schools and Resulting Student Achievement. CEPA Working Paper No. 15-15

Autor/inn/en	Grissom, Jason; Kalogrides, Demetra; Loeb, Susanna
Institution	Stanford Center for Education Policy Analysis (CEPA)
Titel	Strategic Staffing? How Performance Pressures Affect the Distribution of Teachers within Schools and Resulting Student Achievement. CEPA Working Paper No. 15-15
Quelle	(2015), (43 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Longitudinal Studies; Academic Achievement; Achievement Gains; Teacher Surveys; School Statistics; Teacher Placement; Teacher Effectiveness; School Effectiveness; Strategic Planning; Staff Utilization; Value Added Models; Accountability; Institutional Characteristics; Elementary Secondary Education; Statistical Analysis; Florida + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schulleistung; Achievement gain; Leistungssteigerung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schuleffizienz; Strategy; Planning; Strategie; Planung; Deployment of labor; Deployment of labour; Personaleinsatz; Verantwortung; Statistische Analyse
Abstract	School performance pressures apply disproportionately to tested grades and subjects. Using longitudinal administrative data and teacher survey data from a large urban school district, we examine schools' responses to those pressures in assigning teachers to high-stakes and low-stakes classrooms. We find that teachers who produce greater student achievement gains in math and reading are more likely to be placed in a tested grade-subject combination in the following year and that the relationship between prior performance and assignment is stronger in schools where principals have more influence over assignments. This strategic response has the consequence of disadvantaging achievement in early grades, however, concentrating less effective teachers in K-2 classrooms, which in turn produces lower achievement for those students, as measured by low-stakes assessments, that may persist into tested grades as well. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01