You are here
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
We study the effects of access to high school math and science courses on postsecondary STEM enrollment and degree attainment using administrative microdata from Missouri. Our data panel includes over 140,000 students from 14 cohorts entering the 4-year public university system. The effects of high school course access are identified by exploiting plausibly exogenous variation in course offerings within high schools over time. We find that differential access to high school courses does not affect postsecondary STEM enrollment or degree attainment. Our null results are estimated precisely enough to rule out moderate impacts.
This paper was revised February 2019. It was originally released in February 2018.
Citation: Rajeev Darolia, Cory Koedel, Joyce B. Main, Felix Ndashimye, Junpeng Yan (2018). High School Course Access and Postsecondary STEM Enrollment and Attainment. CALDER Working Paper No. 186
This paper examines the influence of teacher assistants and other personnel on student outcomes in elementary schools during a period of recession-induced cutbacks in teachers and teacher assistants. Using panel data from North Carolina, we exploit the state’s unique system of financing its local public schools to identify the causal effects of teacher assistants and other staff on student test scores in math and reading and other outcomes. We find strong and consistent evidence of positive contributions of teacher assistants, an understudied staffing category, with larger effects on outcomes for minority students than for white students.
Citation: Steven Hemelt, Helen Ladd (2017). Teaching Assistants and Nonteaching Staff: Do They Improve Student Outcomes? (Update). CALDER Working Paper No. 169
The world is experiencing the second largest refugee crisis in a century, and one of the major points of contention involves the possible adverse effects of incoming refugees on host communities. We examine the effects of a large refugee influx into Florida public schools following the Haitian earthquake of 2010 using unique matched birth and schooling records. We find precise zero estimated effects of refugees on the educational outcomes of incumbent students in the year of the earthquake or in the two years that follow, regardless of the socioeconomic status, grade level, ethnicity, or birthplace of incumbent students.
Citation: David Figlio, Umut Özek (2017). Unwelcome Guests? The Effects of Refugees on the Educational Outcomes of Incumbent Students. CALDER Working Paper No. 180
State-specific licensing policies and pension plans create mobility costs for educators who cross state lines. We empirically test whether these costs affect production in schools – a hypothesis that follows directly from economic theory on labor frictions – using geocoded data on school locations and state boundaries. We find that achievement is lower in mathematics, and to a lesser extent in reading, at schools that are more exposed to state boundaries. A detailed investigation of the selection of schools into boundary regions yields no indication of systematic differences between boundary and non-boundary schools along other measured dimensions. Moreover, we show that cross-district labor frictions do not explain state boundary effects. Our findings are consistent with the hypothesis that mobility frictions in educator labor markets near state boundaries lower student achievement.
Citation: Dongwoo Kim, Cory Koedel, Shawn Ni, Michael Podgursky (2017). Labor Market Frictions and Production Efficiency in Public Schools. CALDER Working Paper No. 166
Improving public sector workforce quality is challenging in sectors such as education where worker productivity is difficult to assess and manager incentives are muted by political and bureaucratic constraints. In this paper, we study how providing improved information to principals about teacher effectiveness and encouraging them to use the information in personnel decisions affects the composition of teacher turnovers. Our setting is the Houston Independent School District, which recently implemented a rigorous teacher evaluation system. Prior to the new system, teacher effectiveness was negatively correlated with district exit and we show that the policy significantly strengthened this relationship, primarily by increasing the relative likelihood of exit for teachers in the bottom quintile of the quality distribution. Low-performing teachers working in low-achieving schools were especially likely to leave. However, despite the success, the implied change to the quality of the workforce overall is too small to have a detectable impact on student achievement.
Citation: Julie Berry Cullen, Cory Koedel, Eric Parsons (2017). The Compositional Effect of Rigorous Teacher Evaluation on Workforce Quality. CALDER Working Paper No. 168
Public school teachers retire much earlier than comparable professionals. Pension rule changes affecting new teachers can be used to close this gap in the long run, but any effects will not be observed for decades and the implications for workforce quality are unclear. This paper considers targeted incentive policies designed to retain experienced high-need teachers, of retirement age, as instruments to extend current teachers’ careers. We use structural estimates from a dynamic retirement model to simulate the workforce effects of targeted late-career salary bonuses and deferred retirement (DROP) plans using administrative data from Missouri. The simulations suggest that such programs can be cost-effective, partly because long-term pension savings offset a portion of upfront program costs. More generally, we demonstrate the utility of using structural retirement models to analyze fiscal and workforce effects of changes to public sector pension plans, since the effects of pension reforms cumulate over many years.
Citation: Dongwoo Kim, Cory Koedel, Shawn Ni, Michael Podgursky, Weiwei Wu (2017). Pensions and Late Career Teacher Retention (Update). CALDER Working Paper No. 164
An increasingly prevalent type of program designed to address college attainment gaps are state-based financial aid programs that offer low-income middle school students a promise of funding for college in exchange for making a pledge to do well in high school, be a good citizen and not be convicted of a felony, and apply for financial aid to college. Using a difference-in-differences specification, we estimate the effects of Washington State’s College Bound Scholarship Program on high school grades, whether students graduate from high school, and incarceration in state prison during high school or during early adulthood. We find evidence that eligible students’ high school grade point averages fell by 0.01 (from a pre-policy base of 2.38) and that the likelihood of being incarcerated fell by 0.1 percentage points (from a pre-policy base of 0.3 percentage points). These findings are robust to falsification exercises. Eligible students also experienced an increase in their rate of on-time high school graduation, but falsification tests show that this result is not due to the program, but rather due to broader secular improvement in graduation rates for disadvantaged youth.
Citation: Dan Goldhaber, Mark C. Long, Trevor Gratz, Jordan Rooklyn (2017). The Effects of Washington’s College Bound Scholarship Program on High School Grades, High School Completion, and Incarceration. CALDER Working Paper No. 178
We investigate factors influencing student sign-ups for Washington State’s College Bound Scholarship (CBS) program. We find a substantial share of eligible middle school students fail to sign the CBS, forgoing college financial aid. Student characteristics associated with signing the scholarship parallel characteristics of low-income students who attend 4-year colleges. Simulations suggest the program may address college enrollment gaps, increasing college-going by some disadvantaged groups, it also would reinforce inequalities in college-going that exist between sub-groups of low-income students. Finally, student sign-up rates are lower than has been previously reported. Importantly, we find a perception among program administrators that nearly all eligible students sign up, which shifts attention away from sign-ups to encouraging pledgees to follow through with program requirements.
Citation: Dan Goldhaber, Mark C. Long, Ann E. Person, Jordan Rooklyn (2017). What Factors Predict Middle School Students Sign Up for Washington's College Bound Scholarship Program? A Mixed Methods Evaluation . CALDER Working Paper No. 175
We use remarkable population-level administrative education and birth records from Florida to study the role of Long-Term Orientation on the educational attainment of immigrant students living in the US. Controlling for the quality of schools and individual characteristics, students from countries with long term oriented attitudes perform better than students from cultures that do not emphasize the importance of delayed gratification. These students perform better in third grade reading and math tests, have larger test score gains over time, have fewer absences and disciplinary incidents, are less likely to repeat grades, and are more likely to graduate from high school in four years. Also, they are more likely to enroll in advanced high school courses, especially in scientific subjects. Parents from long term oriented cultures are more likely to secure better educational opportunities for their children. A larger fraction of immigrants speaking the same language in the school amplifies the effect of Long-Term Orientation on educational performance. We validate these results using a sample of immigrant students living in 37 different countries.
We investigate the relationship between teacher licensure test scores and student test achievement and high school course-taking. We focus on three subject/grade combinations—middle school math, ninth-grade algebra and geometry, and ninth-grade biology—and find evidence that a teacher’s basic skills test scores are modestly predictive of student achievement in middle and high school math and highly predictive of student achievement in high school biology. A teacher’s subject-specific licensure test scores are a consistent and statistically significant predictor of student achievement only in high school biology. Finally, we find little evidence that students assigned to middle school teachers with higher basic-skills test scores are more likely to take advanced math and science courses in high school.
Citation: Dan Goldhaber, Trevor Gratz, Roddy Theobald (2016). What’s in a Teacher Test? Assessing the Relationship between Teacher Licensure Test Scores and Student Secondary STEM Achievement. CALDER Working Paper No. 158
We rely on natural experiments in North Carolina and Washington State, which previously extended time to tenure by one year, to estimate models that assess the relationship between the extended probationary period and absence and attrition outcomes for teachers affected by the new tenure laws. Across both states we find evidence of decreases in teacher absences for probationary teachers who are subject to the new extended tenure laws, and in Washington, we find a significant reduction in absences in the specific year in which tenure was extended. We find mixed evidence for teacher attrition and mobility.
Citation: Dan Goldhaber, Michael Hansen, Joe Walch (2016). Time to Tenure: Does Tenure Reform Affect Teacher Absence Behavior and Mobility? . CALDER Working Paper No. 172
This policy brief reviews evidence about the extent to which disadvantaged students are taught by teachers with lower value-added estimates of performance, and seeks to reconcile differences in findings from different studies. We demonstrate that much of the inequity in teacher value added in Washington state is due to differences across different districts, so studies that only investigate inequities within districts likely understate the overall inequity in the distribution of teacher effectiveness because they miss one of the primary sources of this inequity.
Citation: Dan Goldhaber, Vanessa Quince , Roddy Theobald (2016). Reconciling Different Estimates of Teacher Quality Gaps Based on Value Added. CALDER Working Paper No.
There is mounting evidence of substantial “teacher quality gaps” (TQGs) between advantaged and disadvantaged students, but practically no empirical evidence about their history. We use longitudinal data on public school students, teachers, and schools from two states—North Carolina and Washington—to provide a descriptive history of the evolution of TQGs in these states. We find that TQGs exist in every year in each state and for all measures we consider of student disadvantage and teacher quality. But there is variation in the magnitudes and sources of TQGs over time, between the two states, and depending on the measure of student disadvantage and teacher quality.
Citation: Dan Goldhaber, Vanessa Quince , Roddy Theobald (2016). Has It Always Been This Way? Tracing the Evolution of Teacher Quality Gaps in U.S. Public Schools. CALDER Working Paper No. 171
We use longitudinal data from Washington State to provide estimates of the extent to which performance on the edTPA, a performance-based, subject-specific assessment of teacher candidates, is predictive of the likelihood of employment in the teacher workforce and value-added measures of teacher effectiveness. While edTPA scores are highly predictive of employment in the state’s public teaching workforce, evidence on the relationship between edTPA scores and teaching effectiveness is more mixed. Specifically, continuous edTPA scores are a significant predictor of student mathematics achievement in some specifications, but when we consider that the edTPA is a binary screen of teaching effectiveness (i.e., pass/fail), we find that passing the edTPA is significantly predictive of teacher effectiveness in reading but not in mathematics. We also find that Hispanic candidates in Washington were more than three times more likely to fail the edTPA after it became consequential in the state than non-Hispanic White candidates.
Citation: Dan Goldhaber, James Cowan, Roddy Theobald (2016). Evaluating Prospective Teachers: Testing the Predictive Validity of the edTPA (Update). CALDER Working Paper No. 157
It is widely believed that teacher turnover adversely affects the quality of instruction in urban schools serving predominantly disadvantaged children, and a growing body of research investigates various components of turnover effects. The evidence at first seems contradictory, as the quality of instruction appears to decline following turnover despite the fact that most work shows higher attrition for less effective teachers. This raises concerns that confounding factors bias estimates of transition differences in teacher effectiveness, the adverse effects of turnover or both. After taking more extensive steps to account for nonrandom sorting of students into classrooms and endogenous teacher exits and grade-switching, we replicate existing findings of adverse selection out of schools and negative effects of turnover in lower-achievement schools. But we find that these turnover effects can be fully accounted for by the resulting loss in experience and productivity loss following the reallocation of some incumbent teachers to different grades.
Citation: Eric Hanushek, Steven Rivkin, Jeffrey Schiman (2016). Dynamic Effects of Teacher Turnover on the Quality of Instruction. CALDER Working Paper No. 170
Educational accountability policies are a popular tool to close the achievement gaps between advantaged and disadvantaged students. However, these policies may exacerbate inequality if families from advantaged backgrounds are better able to advocate for their children and thus circumvent policy. We investigate this possibility in the context of the early grade retention policy in Florida, which requires all students with reading skills below grade level to be retained in the third grade, yet grants exemptions under special circumstances. We find that Florida’s third-grade retention policy is in fact enforced differentially depending on children’s socioeconomic background, especially maternal education. Holding exemption eligibility constant, scoring right below the promotion cutoff results increases the retention probability 14 percent more for children whose mothers have less than a high school degree as compared to children whose mothers have a bachelor’s degree or more. We also find that the discrepancies in retention rates are mainly driven by the fact that students with well-educated mothers are more likely to be promoted based on subjective exemptions such as teacher portfolios.
Citation: Christina LiCalsi, Umut Özek, David Figlio (2016). The Uneven Implementation of Universal School Policies: Maternal Education and Florida’s Mandatory Grade Retention Policy. CALDER Working Paper No. 167
Most public school teachers in the United States are enrolled in defined benefit (DB) pension plans. Using administrative micro data from four states, combined with national pension funding data, we show these plans have accumulated substantial unfunded liabilities – effectively debt – owing to previous plan operations. On average across state plans, over 10 percent of current teachers’ earnings are being set aside to pay for previously-accrued pension liabilities. This amounts to a large reduction in real operating spending per student. Our findings make clear that a significant fraction of the resources allocated toward teacher compensation in current public education budgets is not being invested in resources to educate today’s students at all.
August 2016 Update; Originally posted November 2015
Citation: Benjamin Backes, Dan Goldhaber, Cyrus Grout, Cory Koedel, Shawn Ni, Michael Podgursky, P. Brett Xiang, Zeyu Xu (2016). Benefit or Burden? On the Intergenerational Inequity of Teacher Pension Plans. CALDER Working Paper No. 148
We make use of a new data source – matched birth records and longitudinal student records in Florida – to study the degree to which student outcomes differ across successive immigrant generations. Specifically, we investigate whether first, second, and third generation Asian and Hispanic immigrants in Florida perform differently on reading and mathematics tests, and whether they are differentially likely to get into serious trouble in school, to be truant from school, to graduate from high school, or to be ready for college upon high school graduation. We find evidence suggesting that early-arriving first generation immigrants perform better than do second generation immigrants, and second generation immigrants perform better than third generation immigrants. Among first generation immigrants, the earlier the arrival, the better the students tend to perform. These patterns of findings hold for both Asian and Hispanic students, and suggest a general pattern of successively reduced achievement – beyond a transitional period for recent immigrants – in the generations following the generation that immigrated to the United States.
Citation: Umut Özek, David Figlio (2016). Cross-Generational Differences in Educational Outcomes in the Second Great Wave of Immigration. CALDER Working Paper No. 162