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The Impact of Assessment and Accountability on Teacher Recruitment and Retention

Author

Listed:
  • Donald Boyd

    (State University of New York at Albany)

  • Hamilton Lankford

    (State University of New York at Albany)

  • Susanna Loeb

    (Stanford University, California)

  • James Wyckoff

    (State University of New York at Albany)

Abstract

This article uses data on every teacher in New York State public elementary schools from 1994-1995 through 2001-2002 to examine the response of teachers to the implementation of state-mandated testing. The authors ask whether the introduction of testing in the fourth grade has increased the turnover of fourth-grade teachers, whether testing differentially affected the decisions of teachers with particular attributes, and whether the characteristics of teachers entering the fourth grade changed with the introduction of testing. The authors find that the turnover rate of fourth-grade teachers decreased relative to teachers in other elementary grades since testing began. In addition, entering fourth-grade teachers are less likely to be inexperienced teachers than those moving into other elementary school grades.

Suggested Citation

  • Donald Boyd & Hamilton Lankford & Susanna Loeb & James Wyckoff, 2008. "The Impact of Assessment and Accountability on Teacher Recruitment and Retention," Public Finance Review, , vol. 36(1), pages 88-111, January.
  • Handle: RePEc:sae:pubfin:v:36:y:2008:i:1:p:88-111
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    Citations

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    Cited by:

    1. Jonah E. Rockoff & Brian A. Jacob & Thomas J. Kane & Douglas O. Staiger, 2011. "Can You Recognize an Effective Teacher When You Recruit One?," Education Finance and Policy, MIT Press, vol. 6(1), pages 43-74, January.
    2. Reback, Randall, 2008. "Teaching to the rating: School accountability and the distribution of student achievement," Journal of Public Economics, Elsevier, vol. 92(5-6), pages 1394-1415, June.

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