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Effective Schools: Teacher Hiring, Assignment, Development, and Retention

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Author Info

  • Susanna Loeb

    ()
    (Stanford University)

  • Demetra Kalogrides

    ()
    (Stanford University)

  • Tara Béteille

    ()
    (World Bank, Washington, DC)

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    Abstract

    The literature on effective schools emphasizes the importance of a quality teaching force in improving educational outcomes for students. In this article we use value-added methods to examine the relationship between a school's effectiveness and the recruitment, assignment, development, and retention of its teachers. Our results reveal four key findings. First, we find that more effective schools are able to attract and hire more effective teachers from other schools when vacancies arise. Second, more effective schools assign novice teachers to students in a more equitable fashion. Third, teachers who work in schools that were more effective at raising achievement in a prior period improve more rapidly in a subsequent period than do those in less effective schools. Finally, we find that more effective schools are better able to retain higher-quality teachers. The results point to the importance of personnel and, perhaps, school personnel practices for improving student outcomes. © 2012 Association for Education Finance and Policy

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    Bibliographic Info

    Article provided by MIT Press in its journal Education Finance and Policy.

    Volume (Year): 7 (2012)
    Issue (Month): 3 (July)
    Pages: 269-304

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    Handle: RePEc:tpr:edfpol:v:7:y:2012:i:3:p:269-304

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    Related research

    Keywords: schools; education; teacher hiring; teacher development; teacher retention; teacher performance;

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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, Elsevier, vol. 36(C), pages 216-228.
    2. Jason A. Grissom & Susanna Loeb & Nathaniel Nakashima, 2013. "Strategic Involuntary Teacher Transfers and Teacher Performance: Examining Equity and Efficiency," NBER Working Papers 19108, National Bureau of Economic Research, Inc.
    3. Hanley Chiang & Stephen Lipscomb & Brian Gill, 2012. "Is School Value-Added Indicative of Principal Quality?," Mathematica Policy Research Reports, Mathematica Policy Research 7587, Mathematica Policy Research.
    4. Barbara Bruns & Javier Luque, 2014. "Great Teachers : How to Raise Student Learning in Latin America and the Caribbean--Overview," World Bank Other Operational Studies 19507, The World Bank.

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