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Do school accountability systems make it more difficult for low-performing schools to attract and retain high-quality teachers?

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Author Info

  • Charles T. Clotfelter

    (Duke University)

  • Helen F. Ladd

    (Duke University)

  • Jacob L. Vigdor

    (Duke University)

  • Roger Aliaga Diaz

    (North Carolina State University)

Abstract

Administrative data from North Carolina are used to explore the extent to which that state's relatively sophisticated school-based accountability system has exacerbated the challenges that schools serving low-performing students face in retaining and attracting high-quality teachers. Most clear are the adverse effects on retention rates, and hence on teacher turnover, in such schools. Less clear is the extent to which that higher turnover has translated into a decline in the average qualifications of the teachers in the low-performing schools. Other states with more primitive accountability systems can expect even greater adverse effects on teacher turnover in low-performing schools. © 2004 by the Association for Public Policy Analysis and Management.

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File URL: http://hdl.handle.net/10.1002/pam.20003
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Bibliographic Info

Article provided by John Wiley & Sons, Ltd. in its journal Journal of Policy Analysis and Management.

Volume (Year): 23 (2004)
Issue (Month): 2 ()
Pages: 251-271

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Handle: RePEc:wly:jpamgt:v:23:y:2004:i:2:p:251-271

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Web page: http://www3.interscience.wiley.com/journal/34787/home

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References

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  1. Clotfelter, Charles T. & Ladd, Helen F. & Vigdor, Jacob, 2005. "Who teaches whom? Race and the distribution of novice teachers," Economics of Education Review, Elsevier, vol. 24(4), pages 377-392, August.
  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. Ladd, Helen F. & Walsh, Randall P., 2002. "Implementing value-added measures of school effectiveness: getting the incentives right," Economics of Education Review, Elsevier, vol. 21(1), pages 1-17, February.
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Citations

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Cited by:
  1. Guarino, Cassandra M. & Brown, Abigail B. & Wyse, Adam E., 2011. "Can districts keep good teachers in the schools that need them most?," Economics of Education Review, Elsevier, vol. 30(5), pages 962-979, October.
  2. Richard J. Murnane & John P. Papay, 2010. "Teachers' Views on No Child Left Behind: Support for the Principles, Concerns about the Practices," Journal of Economic Perspectives, American Economic Association, vol. 24(3), pages 151-66, Summer.
  3. Derek Neal, 2011. "The Design of Performance Pay in Education," NBER Working Papers 16710, National Bureau of Economic Research, Inc.
  4. Eric A. Hanushek & Steven G. Rivkin, 2010. "The Quality and Distribution of Teachers under the No Child Left Behind Act," Journal of Economic Perspectives, American Economic Association, vol. 24(3), pages 133-50, Summer.
  5. Ana Balcao Reis & Carmo Seabra & Luis C. Nunes, 2012. "Ranking schools: a step toward increased accountability or a mere discriminatory practice?," FEUNL Working Paper Series wp567, Universidade Nova de Lisboa, Faculdade de Economia.
  6. Charles T. Clotfelter & Helen F. Ladd & Jacob L. Vigdor, 2006. "Teacher-Student Matching and the Assessment of Teacher Effectiveness," NBER Working Papers 11936, National Bureau of Economic Research, Inc.
  7. Emiliana Vegas & Ilana Umansky, 2005. "Improving Teaching and Learning through Effective Incentives : What Can We Learn from Education Reforms in Latin America?," World Bank Other Operational Studies 8694, The World Bank.
  8. Hasnain, Zahid & Manning, Nick & Pierskalla Henryk, 2012. "Performance-related pay in the public sector : a review of theory and evidence," Policy Research Working Paper Series 6043, The World Bank.

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