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The dynamics of teacher quality

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  • Wiswall, Matthew

Abstract

An extensive literature finds that while teachers vary considerably in initial quality there are limited teacher quality dynamics: except for the first few years of teaching, teacher quality does not improve over the course of a teacher's career. This study evaluates the importance of various modeling restrictions to the key findings of this literature. Using data covering all 5th grade public school teachers from the state of North Carolina, I replicate the findings of the previous literature using their restrictive experience assumptions. However, using an unrestricted experience model I find that for mathematics achievement there are high returns to later career teaching experience, about twice as much dispersion in initial teacher quality as previously estimated, and a pattern of negative selection where high quality teachers are more likely to exit.

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Bibliographic Info

Article provided by Elsevier in its journal Journal of Public Economics.

Volume (Year): 100 (2013)
Issue (Month): C ()
Pages: 61-78

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Handle: RePEc:eee:pubeco:v:100:y:2013:i:c:p:61-78

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Web page: http://www.elsevier.com/locate/inca/505578

Related research

Keywords: Economics of education; Teacher quality; Teacher dynamics; Teacher experience; Fixed effect estimators;

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References

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Cited by:
  1. Maria D. Fitzpatrick & Michael F. Lovenheim, 2013. "Early Retirement Incentives and Student Achievement," NBER Working Papers 19281, National Bureau of Economic Research, Inc.
  2. Harris, Douglas N. & Sass, Tim R., 2014. "Skills, productivity and the evaluation of teacher performance," Economics of Education Review, Elsevier, vol. 40(C), pages 183-204.

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