How Teacher Turnover Harms Student Achievement. NBER Working Paper No. 17176

Autor/inn/en	Ronfeldt, Matthew; Lankford, Hamilton; Loeb, Susanna; Wyckoff, James
Institution	National Bureau of Economic Research
Titel	How Teacher Turnover Harms Student Achievement. NBER Working Paper No. 17176
Quelle	(2011) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teacher Effectiveness; Teacher Persistence; Academic Achievement; Grade 5; Faculty Mobility; Researchers; Grade 4; African American Students; English Instruction; Literacy; Language Arts; Mathematics Instruction; Elementary Schools; Low Achievement; New York + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schulleistung; School year 05; 5. Schuljahr; Schuljahr 05; Researcher; Forscher; School year 04; 4. Schuljahr; Schuljahr 04; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; English langauage lessons; Englischunterricht; Alphabetisierung; Schreib- und Lesefähigkeit; Sprachkultur; Mathematics lessons; Mathematikunterricht; Elementary school; Grundschule; Volksschule; Unterdurchschnittliche Leistung
Abstract	Researchers and policymakers often assume that teacher turnover harms student achievement, but recent evidence calls into question this assumption. Using a unique identification strategy that employs grade-level turnover and two classes of fixed-effects models, this study estimates the effects of teacher turnover on over 600,000 New York City 4th and 5th grade student observations over 5 years. The results indicate that students in grade-levels with higher turnover score lower in both ELA and math and that this effect is particularly strong in schools with more low-performing and black students. Moreover, the results suggest that there is a disruptive effect of turnover beyond changing the composition in teacher quality. (As Provided).
Anmerkungen	National Bureau of Economic Research. 1050 Massachusetts Avenue, Cambridge, MA 02138-5398. Tel: 617-588-0343; Web site: http://www.nber.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10