Teacher Career Paths, Teacher Quality, and Persistence in the Classroom: Are Public Schools Keeping Their Best?

Autor/inn/en	Goldhaber, Dan; Gross, Betheny; Player, Daniel
Titel	Teacher Career Paths, Teacher Quality, and Persistence in the Classroom: Are Public Schools Keeping Their Best?
Quelle	In: Journal of Policy Analysis and Management, 30 (2011) 1, S.57-87 (31 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0276-8739
DOI	10.1002/pam.20549
Schlagwörter	Public School Teachers; Beginning Teachers; Teacher Effectiveness; Teacher Persistence; Faculty Mobility; Student Characteristics; Academic Achievement; Educational Policy; North Carolina + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schulleistung; Politics of education; Bildungspolitik
Abstract	In this paper we examine the mobility of early-career teachers of varying quality, measured using value-added estimates of teacher performance. Unlike previous studies that have examined these issues, we focus on the variation in these effects across the effectiveness distribution. We find that, on average, more effective teachers tend to stay in their initial schools and in the teaching profession. But there also appears to be heterogeneity in mobility behavior across the performance distribution and evidence that teacher mobility is affected by student demographics and achievement levels. (Contains 6 tables and 53 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10