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Promotion and reassignment in public school districts: How do schools respond to differences in teacher effectiveness?

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  • Chingos, Matthew M.
  • West, Martin R.
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    Abstract

    We use a unique administrative database from the state of Florida to provide the first evidence that promotion and other job reassignments within school districts are systematically related to differences in teacher effectiveness in raising student achievement. We follow the career paths of a cohort of almost 25,000 classroom teachers during the 2001-2002 school year for seven subsequent years. Our results confirm that effective teachers are more likely to become assistant principals or principals and less likely to be reassigned to a low-stakes teaching position. The tendency of highly effective teachers to continue teaching in high-stakes grades and subjects is strongest in schools receiving low ratings from the state's school accountability system. Teachers entering the principal track experience a large increase in annual earnings, but the share of teachers promoted in this way is small enough that future compensation remains largely unrelated to effectiveness for teachers as a whole.

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    Bibliographic Info

    Article provided by Elsevier in its journal Economics of Education Review.

    Volume (Year): 30 (2011)
    Issue (Month): 3 (June)
    Pages: 419-433

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    Handle: RePEc:eee:ecoedu:v:30:y:2011:i:3:p:419-433

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    Web page: http://www.elsevier.com/locate/econedurev

    Related research

    Keywords: Human capital Salary wage differentials Teacher salaries;

    References

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    1. Jesse Rothstein, 2010. "Teacher Quality in Educational Production: Tracking, Decay, and Student Achievement," The Quarterly Journal of Economics, MIT Press, vol. 125(1), pages 175-214, February.
    2. Steven G. Rivkin & Eric A. Hanushek & John F. Kain, 2005. "Teachers, Schools, and Academic Achievement," Econometrica, Econometric Society, vol. 73(2), pages 417-458, 03.
    3. Jonah E. Rockoff & Cecilia Speroni, 2010. "Subjective and Objective Evaluations of Teacher Effectiveness," American Economic Review, American Economic Association, vol. 100(2), pages 261-66, May.
    4. Eric Hanushek & Steven Rivkin, 2010. "Constrained Job Matching: Does Teacher Job Search Harm Disadvantaged Urban Schools?," Discussion Papers 09-011, Stanford Institute for Economic Policy Research.
    5. John H. Tyler & Eric S. Taylor & Thomas J. Kane & Amy L. Wooten, 2010. "Using Student Performance Data to Identify Effective Classroom Practices," American Economic Review, American Economic Association, vol. 100(2), pages 256-60, May.
    6. Thomas J. Kane & Jonah E. Rockoff & Douglas O. Staiger, 2006. "What Does Certification Tell Us About Teacher Effectiveness? Evidence from New York City," NBER Working Papers 12155, National Bureau of Economic Research, Inc.
    7. Jonah E. Rockoff, 2004. "The Impact of Individual Teachers on Student Achievement: Evidence from Panel Data," American Economic Review, American Economic Association, vol. 94(2), pages 247-252, May.
    8. Eric A. Hanushek & Steven G. Rivkin, 1997. "Understanding the Twentieth-Century Growth in U.S. School Spending," Journal of Human Resources, University of Wisconsin Press, vol. 32(1), pages 35-68.
    9. Matthew M. Chingos & Martin R. West, 2010. "Do More Effective Teachers Earn More Outside of the Classroom?," CESifo Working Paper Series 2996, CESifo Group Munich.
    10. Brian A. Jacob & Lars Lefgren, 2008. "Can Principals Identify Effective Teachers? Evidence on Subjective Performance Evaluation in Education," Journal of Labor Economics, University of Chicago Press, vol. 26, pages 101-136.
    11. Jonah E. Rockoff & Douglas O. Staiger & Thomas J. Kane & Eric S. Taylor, 2010. "Information and Employee Evaluation: Evidence from a Randomized Intervention in Public Schools," NBER Working Papers 16240, National Bureau of Economic Research, Inc.
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    Cited by:
    1. Goldhaber, Dan & Cowan, James & Walch, Joe, 2013. "Is a good elementary teacher always good? Assessing teacher performance estimates across subjects," Economics of Education Review, Elsevier, vol. 36(C), pages 216-228.

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