How Teacher Turnover Harms Student Achievement
Researchers and policymakers often assume that teacher turnover harms student achievement, but recent evidence calls into question this assumption. Using a unique identification strategy that employs grade-level turnover and two classes of fixed-effects models, this study estimates the effects of teacher turnover on over 600,000 New York City 4th and 5th grade student observations over 5 years. The results indicate that students in grade-levels with higher turnover score lower in both ELA and math and that this effect is particularly strong in schools with more low-performing and black students. Moreover, the results suggest that there is a disruptive effect of turnover beyond changing the composition in teacher quality.
|Date of creation:||Jun 2011|
|Date of revision:|
|Publication status:||published as How teacher turnover harms student achievement (with Matthew Ronfeldt, and James Wyckoff). American Educational Research Journal, 50(1), pp. 4-36. 2013 .|
|Contact details of provider:|| Postal: National Bureau of Economic Research, 1050 Massachusetts Avenue Cambridge, MA 02138, U.S.A.|
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- Eric Hanushek & Steven Rivkin, 2010.
"Constrained Job Matching: Does Teacher Job Search Harm Disadvantaged Urban Schools?,"
09-011, Stanford Institute for Economic Policy Research.
- Eric A. Hanushek & Steven G. Rivkin, 2010. "Constrained Job Matching: Does Teacher Job Search Harm Disadvantaged Urban Schools?," NBER Working Papers 15816, National Bureau of Economic Research, Inc.
- Eric A. Hanushek & John F. Kain & Steven G. Rivkin, 2001.
"Why Public Schools Lose Teachers,"
NBER Working Papers
8599, National Bureau of Economic Research, Inc.
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