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Can districts keep good teachers in the schools that need them most?

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  • Guarino, Cassandra M.
  • Brown, Abigail B.
  • Wyse, Adam E.

Abstract

This study investigates how school demographics and their interactions with policies affect the mobility behaviors of public school teachers with various human capital characteristics. Using data from North Carolina from 1995 to 2006, it finds that teachers' career stage and human capital investments dominate their decisions to leave public school teaching and school demographic characteristics play a dominant role in intra-system sorting. Schools serving at-risk children struggle to attract and retain teachers with desirable observable characteristics. We find evidence to suggest that across-the-board school-based pay-for-performance policies have small but significant associations with mobility decisions and appear to exacerbate inequities in the distribution of teacher qualifications.

Suggested Citation

  • 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.
  • Handle: RePEc:eee:ecoedu:v:30:y:2011:i:5:p:962-979
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    References listed on IDEAS

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    Cited by:

    1. Figlio, D. & Karbownik, K. & Salvanes, K.G., 2016. "Education Research and Administrative Data," Handbook of the Economics of Education, Elsevier.
    2. Williams Shanks, Trina R. & Robinson, Christine, 2013. "Assets, economic opportunity and toxic stress: A framework for understanding child and educational outcomes," Economics of Education Review, Elsevier, vol. 33(C), pages 154-170.
    3. Jaramillo, Miguel, 2012. "The spatial geography of teacher labor markets: Evidence from a developing country," Economics of Education Review, Elsevier, vol. 31(6), pages 984-995.

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