Do Principals Fire the Worst Teachers?
AbstractThis paper takes advantage of a unique policy change to examine how principals make decisions regarding teacher dismissal. In 2004, the Chicago Public Schools (CPS) and Chicago Teachers Union (CTU) signed a new collective bargaining agreement that gave principals the flexibility to dismiss probationary teachers for any reason and without the documentation and hearing process that is typically required for such dismissals. With the cooperation of the CPS, I matched information on all teachers that were eligible for dismissal with records indicating which teachers were dismissed. With this data, I estimate the relative weight that school administrators place on a variety of teacher characteristics. I find evidence that principals do consider teacher absences and value-added measures, along with several demographic characteristics, in determining which teachers to dismiss.
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Bibliographic InfoPaper provided by National Bureau of Economic Research, Inc in its series NBER Working Papers with number 15715.
Date of creation: Feb 2010
Date of revision:
Publication status: published as Jacob, Brian A. ( 2011 ). “Do Pr incipals Fire the Worst Teachers?” Educational Evaluation and Policy Analysis . 33(4): 403 - 434,
Note: CH ED LS PE
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This paper has been announced in the following NEP Reports:
- NEP-ALL-2010-02-20 (All new papers)
- NEP-EDU-2010-02-20 (Education)
- NEP-URE-2010-02-20 (Urban & Real Estate Economics)
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- Dhuey, Elizabeth & Smith, Justin, 2011. "How Important are School Principals in the Production of Student Achievement?," CLSSRN working papers clsrn_admin-2011-33, Vancouver School of Economics, revised 23 Dec 2011.
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