You are here
Do Disadvantaged Urban Schools Lose Their Best Teachers?
This research brief examines differences in teacher effectiveness by school transition status and school characteristics in a large urban school district in Texas, using estimates of teacher effectiveness based on teacher contributions to student learning outcomes across classrooms. This research finds little or no evidence to support the view that more effective teachers have higher exit probabilities. In fact, the study finds that teachers who exit are significantly less effective, on average, than those who stay.
Keywords: Teacher Effectiveness, Student learning outcomes, Teacher Mobility
Citation: Eric Hanushek, Steven Rivkin (2008). Do Disadvantaged Urban Schools Lose Their Best Teachers?. CALDER Policy Brief No. 700-1108
You May Also Be Interested In
How to Measure a Teacher: The Influence of Test and Nontest Value-Added on Long-Run Student Outcomes
Benjamin Backes, James Cowan, Dan Goldhaber, Roddy Theobald
How Did It Get This Way? Disentangling the Sources of Teacher Quality Gaps Through Agent-Based Modeling
Dan Goldhaber, Matt Kasman, Vanessa Quince, Roddy Theobald, Malcolm Wolff
See other working papers on:
Research Area: Educator preparation and teacher labor markets