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How do Teachers Respond to Tenure?

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  • Jones, Michael D.

Abstract

In most states, K-12 teachers receive tenure after serving a probationary period of several years. Teachers with tenure, or a continuing contract, are guaranteed due process before they can be dismissed from their job. I use a restricted use version of the 2007 Schools and Staffing Survey (SASS) to estimate the effect of tenure on teacher behavior and time allocation at school and outside of school. Estimates are obtained by exploiting the cross-state variation in the probationary period length of novice teachers within a difference-in-difference framework. I find that in the year that teachers are evaluated for tenure, they spend significantly more of their own money on classroom materials. Relative to the tenure evaluation year, once teachers receive tenure, they communicate less with students and parents outside of class and participate less in school and district committees. In those districts where at least one probationary teacher is fired, I find that teachers reallocate their teaching time. Immediately after receiving tenure, they spend less time teaching math and more time teaching English.

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Bibliographic Info

Paper provided by University Library of Munich, Germany in its series MPRA Paper with number 43893.

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Date of creation: 24 Jun 2012
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Handle: RePEc:pra:mprapa:43893

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Related research

Keywords: K-12 Education; Teacher Tenure;

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References

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  1. Pedro S. Martins, 2008. "Dismissals for cause: The difference that just eight paragraphs can make," Working Papers 24, Queen Mary, University of London, School of Business and Management, Centre for Globalisation Research.
  2. Daniel Aaronson & Lisa Barrow & William Sander, 2002. "Teachers and student achievement in the Chicago public high schools," Working Paper Series WP-02-28, Federal Reserve Bank of Chicago.
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  4. Scoppa, Vincenzo, 2010. "Shirking and employment protection legislation: Evidence from a natural experiment," Economics Letters, Elsevier, vol. 107(2), pages 276-280, May.
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  6. Eric A. Hanushek, 2010. "The Economic Value of Higher Teacher Quality," NBER Working Papers 16606, National Bureau of Economic Research, Inc.
  7. Hanushek, Eric A. & Rivkin, Steven G., 2006. "Teacher Quality," Handbook of the Economics of Education, Elsevier.
  8. Pedro Portugal & Olivier Blanchard, 2001. "What Hides Behind an Unemployment Rate: Comparing Portuguese and U.S. Labor Markets," American Economic Review, American Economic Association, vol. 91(1), pages 187-207, March.
  9. Adriana D. Kugler & Gilles Saint-Paul, 2004. "How Do Firing Costs Affect Worker Flows in a World with Adverse Selection?," Journal of Labor Economics, University of Chicago Press, vol. 22(3), pages 553-584, July.
  10. Andrea Ichino & Regina T. Riphahn, 2005. "The Effect of Employment Protection on Worker Effort: Absenteeism During and After Probation," Journal of the European Economic Association, MIT Press, vol. 3(1), pages 120-143, 03.
  11. Lazear, Edward P, 1990. "Job Security Provisions and Employment," The Quarterly Journal of Economics, MIT Press, vol. 105(3), pages 699-726, August.
  12. 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.
  13. Miles, Thomas J, 2000. "Common Law Exceptions to Employment at Will and U.S. Labor Markets," Journal of Law, Economics and Organization, Oxford University Press, vol. 16(1), pages 74-101, April.
  14. Ioana Marinescu, 2007. "Shortening the Tenure Clock: the Impact of Strengthened U.K. Job Security Legislation," Working Papers 07-04, Utrecht School of Economics.
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