Spillover Effects of Recruiting Teachers for School Turnaround: Evidence from Tennessee

Autor/inn/en	Kho, Adam; Henry, Gary T.; Pham, Lam D.; Zimmer, Ron
Titel	Spillover Effects of Recruiting Teachers for School Turnaround: Evidence from Tennessee
Quelle	In: Educational Evaluation and Policy Analysis, 45 (2023) 2, S.268-284 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kho, Adam) ORCID (Pham, Lam D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/01623737221111807
Schlagwörter	Teacher Recruitment; Evidence; Faculty Mobility; Teacher Effectiveness; School Effectiveness; Teacher Characteristics; Institutional Characteristics; Influences; Scores; Achievement Gains; Program Effectiveness; Tennessee + Suchen Sie Ihr Suchwort? Lehrerrekrutierung; Evidenz; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schuleffizienz; Influence; Einfluss; Einflussfaktor; Achievement gain; Leistungssteigerung
Abstract	Many districts and states have implemented incentives to recruit teachers to low-performing schools, and previous research has found evidence that these incentives are effective at attracting teachers. However, effects on the schools and students these teachers leave behind have not been examined. This study focuses on the spillover effects of recruiting effective teachers to Tennessee's Innovation Zone (iZone) schools. We find the short-term effects of losing these teachers range from -0.04 to -0.12 SDs in student test score gains, with larger negative effects when more effective teachers leave. However, combining both these negative effects in schools teachers leave and the positive effects in iZone schools yields overall net positive effects. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01