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We study the effect of preferences for boys on the performance in mathematics of girls, using evidence from two different data sources. In our first set of results, we identify families with a preference for boys by using fertility stopping rules in a large population of households whose children attend public schools in Florida. Girls growing up in a boy-biased family score on average 3 percentage points lower on math exams when compared to girls raised in other types of families. In our second set of results we find similar strong effects when we study the correlations between girls’ performance in mathematics and maternal gender role attitudes, using evidence from the National Longitudinal Survey of Youth. We conclude that socialization at home can explain a non-trivial part of the observed gender disparities in mathematics performance and document that maternal gender attitudes correlate with those of their children.
Citation: Gaia Dossi, David Figlio, Paola Giuliano, Paola Sapienza (2019). Born in the Family: Preferences for Boys and the Gender Gap in Math . CALDER Working Paper No. 216-0219-1
In this study, we use microdata from 12 Florida county-level school districts and a regression discontinuity design to examine the effects of early grade retention on the short-, medium-, and long-term outcomes of English learners. We find that retention in the third-grade substantially improves the English skills of these students, reducing the time to proficiency by half and decreasing the likelihood of taking a remedial English course in middle school by one-third. Grade retention also roughly doubles the likelihood of taking an advanced course in math and science in middle school, and more than triples the likelihood of taking college credit-bearing courses in high school for English learners. We also find that these benefits are larger for foreign born students, students with higher latent human capital in third grade as proxied by their math scores, students whose first language is Spanish, and students in lower-poverty elementary schools.
Citation: David Figlio, Umut Özek (2019). An Extra Year to Learn English? Early Grade Retention and the Human Capital Development of English Learners. CALDER Working Paper No. 211-0119-1
In many school districts the policies that regulate personnel are governed by collective bargaining agreements (CBAs) negotiated between teachers’ unions and school boards. While there is significant policy attention and, in some cases, legislative action that has affected the scope of these agreements, there is relatively little research that assesses how CBAs vary over time, or whether they change in response to states’ legislative reforms. In this paper we compare CBAs in three states at two points in time: before and after substantial reforms in Michigan and Washington impacting collective bargaining and in California where there were no major statutory changes affecting CBAs. We find that few district characteristics predict changes in CBA restrictiveness over time, other than institutional spillovers from local bargaining structures. However, we observe that reforms to the scope of bargaining in Michigan and Washington drastically reduced the restrictiveness of Michigan and Washington CBAs relative to California.
Citation: Katharine Strunk , Joshua Cowen, Dan Goldhaber , Bradley D. Marianno, Tara Kilbride, Roddy Theobald (2018). Collective Bargaining and State-Level Reforms: Assessing Changes to the Restrictiveness of Collective Bargaining Agreements across Three States. CALDER Working Paper No. 210-1218-1
We use longitudinal data from North Carolina and Washington to study the extent to which four processes—teacher attrition from each state workforce, teacher mobility within districts, teacher mobility across districts, and teacher hiring—contribute to “teacher quality gaps” (TQGs) between advantaged and disadvantaged schools. We first replicate prior findings documenting inequities in each of these processes using different measures of student disadvantage (race and poverty) and teacher quality (experience, licensure test scores, and value added) and then develop and implement a simulation to assess the extent to which each process contributes to observed TQGs in each state. We find that all four processes contribute to TQGs but also document considerable heterogeneity in the extent to which each process contributes to the different TQG measures. For example, patterns in teacher attrition and mobility contribute more to TQGs measured by teacher experience, while patterns in teacher hiring explain the majority of TQGs measured by teacher licensure test scores and value added.
Citation: Dan Goldhaber, Vanessa Quince , Roddy Theobald (2018). How Did It Get This Way? Disentangling the Sources of Teacher Quality Gaps Across Two States. CALDER Working Paper No. 209-1118-1
We use a novel database of the preservice apprenticeships (“student teaching placements”) of teachers in Washington State to investigate the relationship between mentor effectiveness (as measured by value added) and the future effectiveness of their mentees. We find a strong, positive relationship between the effectiveness of a teacher’s mentor and their own effectiveness in math and a more modest relationship in English Language Arts. The relationship in math is strongest early in a teacher’s career, decays significantly over time, and would be positive and statistically significant even in the presence of nonrandom sorting on unobservables of the same magnitude as the sorting on observables. Put together, this suggests that at least some of this relationship reflects a causal relationship between mentor effectiveness and the future effectiveness of their mentees in math.
Citation: Dan Goldhaber, John Krieg, Roddy Theobald (2018). Effective Like Me? Does Having a More Productive Mentor Improve the Productivity of Mentees? . CALDER Working Paper No. 208-1118-1
We exploit within-teacher variation in the years that teachers host an apprentice (“student teacher”) in Washington State to estimate the causal effect of these apprenticeships on student achievement, both during the apprenticeship and afterwards. The average causal effect of hosting a student teacher on student performance in the year of the apprenticeship is precisely estimated and indistinguishable from zero in both math and reading, though effects are large and negative in math when ineffective teachers host an apprentice. Hosting a student teacher is also found to have modest positive impacts on student math and reading achievement in a teacher’s classroom in following years.
Citation: Dan Goldhaber, John Krieg, Roddy Theobald (2018). Exploring the Impact of Student Teaching Apprenticeships on Student Achievement and Mentor Teachers . CALDER Working Paper No. 207-1118-1
We use comprehensive data on student teaching placements from 14 teacher education programs (TEPs) in Washington State to explore the sorting of teacher candidates to the teachers who supervise their student teaching (“cooperating teachers”) and the schools in which student teaching occurs. We find that, all else equal, teachers with more experience, higher degree levels, and higher value added in math are more likely to serve as cooperating teachers, as are schools with lower levels of historical teacher turnover but with more open positions the following year. We also find that teacher candidates are more likely to be placed with cooperating teachers of the same gender and race/ethnicity, and are more likely to work with cooperating teachers and in schools with administrators who graduated from the candidate’s TEP.
Citation: John Krieg , Dan Goldhaber, Roddy Theobald (2018). Teacher Candidate Apprenticeships: Assessing the Who and Where of Student Teaching. CALDER Working Paper No. 206-1118-1
A burgeoning literature investigates the importance of student teaching placements for teacher candidate development, but an important perspective that is largely missing from the existing literature is that of the school districts that host student teachers. In this paper, we describe the student teaching process from the perspective of Spokane Public Schools (SPS), highlighting the challenges associated with the student teacher placement process and several initiatives SPS has undertaken to improve student teaching experiences for teacher candidates. To our knowledge, this is the first systematic effort by a school district to improve the student teaching process and study the effects on teacher candidate outcomes. The initiatives undertaken by SPS illustrate the potential for districts to take a leadership role in defining the student teaching process and highlight some of the challenges inherent in hosting student teachers.
Citation: Dan Goldhaber, Cyrus Grout, Kim Harmon, Roddy Theobald (2018). A Practical Guide to Challenges and Opportunities in Student Teaching: A School District’s Perspective. CALDER Working Paper No. 205-1018-1
Student teaching has long been considered the most important component of an effective teacher education program. Recently, new research is finding links between these experiences and teacher candidates’ future effectiveness, yet relatively little is known about the student teacher placement process and, in particular, the processes that lead to the matching of teacher candidates to the in-service teachers who supervise their student teaching (“cooperating teachers”). In this study, we examine the match process as well as the factors that influence these placement decisions. We also explore how, if at all, practices vary across teacher education programs (TEPs), districts, and schools. We find that, in broad terms, the process for matching student teachers to mentor teachers is similar across educational institutions, although TEPs and school systems sometimes face competing priorities when placing student teachers in classrooms. We also identify a problem of information asymmetry in the placement process, which leaves TEPs with questions about how cooperating teachers are selected and districts and schools with limited information with which to make thoughtful and intentional matches between candidates and cooperating teachers. Finally, we document the important role of social networks in placements and how they can advantage some TEPs, districts, and schools in this process.
Citation: Elise St. John, Dan Goldhaber, John Krieg, Roddy Theobald (2018). How the Match Gets Made: Exploring Student Teacher Placements Across Teacher Education Programs, Districts, and Schools. CALDER Working Paper No. 204-1018-1
High teacher turnover imposes numerous costs on the schools and districts from which teachers depart. This study asks how schools respond to spells of high teacher turnover, and assesses organizational and human capital losses in terms of the changing composition of the teacher pool. Our analysis uses more than two decades of linked administrative data on math and ELA teachers at middle schools in North Carolina to determine the impacts of turnover across different policy environments and macroeconomic climates. We find that, even after accounting for school contexts and trends, turnover has marked, and lasting, negative consequences for teacher quality. Our results highlight the need for heightened policy attention to issues of teacher retention and working conditions.
We study the relative performance of two policy relevant value-added models – a one-step fixed effect model and a two-step aggregated residuals model – using a simulated dataset well grounded in the value-added literature. A key feature of our data generating process is that student achievement depends on a continuous measure of economic disadvantage. This is a realistic condition that has implications for model performance because researchers typically have access to only a noisy, binary measure of disadvantage. We find that one- and two-step value-added models perform similarly across a wide range of student and teacher sorting conditions, with the two-step model modestly outperforming the one-step model in conditions that best match observed sorting in real data. A reason for the generally superior performance of the two-step model is that it better handles the use of an error-prone, dichotomous proxy for student disadvantage.
WP 179 was revised in September 2018. It was originally released in June 2017
Citation: Eric Parsons, Cory Koedel, Li Tan (2018). Accounting for Student Disadvantage in Value-Added Models (Update). CALDER Working Paper No. 179
Instructional time is a fundamental educational input, yet we have little causal evidence about the effect of longer school days on student achievement. This paper uses a sharp regression discontinuity design to estimate the effects of lengthening the school day for low-performing schools in Florida by exploiting an administrative cutoff for eligibility. Our results indicate significant positive effects of additional literacy instruction on student reading achievement. In particular, we find effects of 0.05 standard deviations of improvement in reading test scores for program assignment in the first year, though long-run effects are difficult to assess.
Citation: David Figlio, Kristian Holden, Umut Ozek (2018). Do Students Benefit from Longer School Days? Regression Discontinuity Evidence from Florida's Additional Hour of Literacy Instruction. CALDER Working Paper No. 201-0818-1
As states attempt to staff public school classrooms with qualified teachers, primary attention has focused on educator preparation and early career retention. Far less research has examined the staffing consequences of turnover induced by teacher pension plans. This paper makes use of a unique longitudinal data file with performance measures for all public school teachers in Tennessee. Descriptive analysis finds that higher quality teachers are less likely to retire for a given age and experience. To better understand the effects of pension plan incentives on workforce quality, we estimate a structural retirement model that explicitly allows for different work-retirement preferences for high and low quality teachers. We find that high quality teachers have a lower disutility for teaching as compared to retirement. Given that it costs less to keep high as compared to low quality teachers on the job, we use the structural estimates to simulate the effect of retention bonuses targeted to the former. One year retention bonuses produce an additional year of high quality teaching at a cost of roughly $40,000.
Citation: Shawn Ni, Michael Podgursky, Xiqian Wang (2018). Teacher Pension Plan Incentives, Retirement Decisions, and Workforce Quality. CALDER Working Paper No. 200-0718-1
We use longitudinal data on high school students in Washington State to assess the relationships between English Language Arts (ELA) teacher value added and other qualifications and the high school and postsecondary outcomes of their students. We also investigate whether these relationships differ for students with and without disabilities. We find that students assigned to 10th grade ELA teachers with higher value added have better test scores, are more likely to graduate on-time, and are more likely to attend and graduate from a four-year college than observably similar students assigned to 10th grade ELA teachers with lower value added. We also find that many of these relationships vary for students with and without disabilities, as 10th grade ELA teacher value added is more positively predictive of on-time graduation and four-year college attendance for students without disabilities, but more positively predictive of two-year college attendance and employment within two years of graduation for students with disabilities. In contrast to value added, other teacher characteristics like experience, degree level, endorsement area, and licensure test scores do not consistently predict better outcomes for students with or without disabilities.
Citation: Roddy Theobald, Dan Goldhaber, Trevor Gratz, Kristian Holden (2018). High School English Language Arts Teachers and Postsecondary Outcomes for Students With and Without Disabilities. CALDER Working Paper No. 199-0718-1
We document trends in school segregation by racial/ethnic group and by family income in North Carolina between 1998 and 2016, a period of rapid immigration, decline in federal oversight, and growth of charter schools. Accounting for students in both public and private schools, we find that segregation generally increased over the period, with the increase concentrated in urban areas. In addition, low-income students became more segregated from other students during the period. Segregation between white and Hispanic students increased sharply. We measure and decompose segregation in metropolitan areas, finding that more than half can be attributed to racial disparities inside school districts. We propose and estimate a model that explains differences in segregation by racial mix, density, and the tolerance of whites to exposure to black and Hispanic students..
This paper was revised January 2019. It was originally released in June 2018.
Citation: Charles Clotfelter, Steven Hemelt, Helen Ladd, Mavzuna Turaeva (2018). School Segregation in The Era of Immigration and School Choice: North Carolina, 1998-2016. CALDER Working Paper No. 198-0618-2
We investigate sources of variation in teacher evaluation ratings across classrooms, schools, and districts. We show that assignment to high achieving classrooms increases teacher evaluation ratings. We also document significant variation in the sensitivity of performance ratings to value-added measures of teacher effectiveness across districts. Consequently, the probability that high or low performing teachers, as measured by value added, receive the highest or lowest evaluation ratings differs considerably across school districts. Our findings suggest that statewide policies that attach high stakes to performance evaluations are likely to have different consequences across schools and districts.
Citation: James Cowan , Dan Goldhaber, Roddy Theobald (2018). An Exploration of Sources of Variation in Teacher Evaluation Ratings across Classrooms, Schools, and Districts. CALDER Working Paper No. 197-0618-1
This paper examines what parents value as they make choices among available charter schools, with primary attention to the racial mix of a school’s students. We estimate conditional logit models of the charter school choices made by all parents in North Carolina who switched their child from a traditional public school to a charter school in 2014/15. Our findings that parents care about the school’s racial mix of students and that such preferences differ by the race and income of the choosers highlight the pressures that lead charter schools to be racially imbalanced. Our models also include other factors that parents may value such as the distance to the charter, the school’s academic performance, the services provided by the charter, such as subsidized lunch and transportation, and the school’s mission and approach.
Citation: Helen Ladd, Charles Clotfelter, Mavzuna Turaeva (2018). Choosing Charter Schools in North Carolina: What Do Parents Value?. CALDER Working Paper No. 196-0618-1
We study a teacher incentive policy in Washington State that awards a financial bonus to National Board certified teachers in high poverty schools. Using a regression discontinuity design, we find that the bonus policy increased the proportion of certified teachers in bonus-eligible schools by improving hiring, increasing certification rates of incumbent teachers, and reducing turnover. Depending on the method, we estimate that the proportion of NBCTs in treated schools increased by about four to eight percentage points over the first five years of eligibility. However, the improvement in certification rates corresponds to a change of about 0.2 to 0.3 percent of a standard deviation in teacher quality per year and we do not find evidence that the bonus resulted in detectible effects on student test achievement.
Citation: James Cowan, Dan Goldhaber (2018). Do Bonuses Affect Teacher Staffing and Student Achievement in High Poverty Schools? Evidence from an Incentive for National Board Certified Teachers in Washington State. CALDER Working Paper No. 194-0618-1
Few studies examine employee responses to layoff-induced unemployment risk; none that we know of quantify the impact of job insecurity on individual employee productivity. Using data from the Los Angeles Unified School District and Washington State during the Great Recession, we provide the first evidence about the impact of the layoff process on teacher productivity. In both sites we find that teachers impacted by the layoff process are less productive than those who do not face layoff-induced job threat. LAUSD teachers who are laid off and then rehired to return to the district are less productive in the two years following the layoff. Washington teachers who are given a reduction-in-force (RIF) notice and are then not laid off have reduced effectiveness in the year of the RIF. We argue that these results are likely driven by impacts of the layoff process on teachers’ job commitment and present evidence to rule out alternate explanations.
WP 140 was revised in March 2018. It was originally released in November 2015.
Citation: Katharine O. Strunk, Dan Goldhaber, David S. Knight, Nate Brown (2018). Are There Hidden Costs Associated With Conducting Layoffs? The Impact of RIFs and Layoffs on Teacher Effectiveness. CALDER Working Paper No. 140
UTeach is a well-known, university-based program designed to increase the number of high-quality STEM teachers in the workforce. Despite substantial investment and rapid program diffusion, there is little evidence about the effectiveness of UTeach graduates. Using administrative data from the state of Texas, we measure the impact of having a UTeach teacher on student test scores in math and science in middle schools and high schools. We find that students taught by UTeach teachers perform significantly better on end-of-grade tests in math and end-of-course tests in math and science by 8% to 14% of a standard deviation on the test, depending on grade and subject.
WP 173 was revised in February 2018. It was originally released in December 2016.
Citation: Benjamin Backes, Dan Goldhaber, Whitney Cade, Kate Sullivan , Melissa Dodson (2018). Can UTeach? Assessing the Relative Effectiveness of STEM Teachers. CALDER Working Paper No. 173